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Does vocabulary knowledge matter in the effectiveness of instructing reading strategies? Differential responses from adolescents with low academic achievement on growth in reading comprehension
Prior studies suggest that teaching reading strategies promotes reading comprehension in adolescents who have difficulties with reading...
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The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students
Reading engagement is a strong predictor of students’ reading outcomes, but its consistent positive effects across diverse student groups remain...
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Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19
Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges....
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The relationships among working memory, state anxiety, and academic performance in Chinese undergraduates with SLD
Processing efficiency theory can explain the relationship between anxiety and academic success; however, its application to adults with Specific...
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PISA reading achievement: identifying predictors and examining model generalizability for multilingual students
Reading research in the United States has mainly focused on early or, less frequently, middle grades and on monolingual (MN or English-only) rather...
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Bridging to academic success: the impact of reading gains in an English bridging program on GPAs
Although research has established that students enrolled in pre-sessional English for academic purposes (EAP) programs make gains in English reading...
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Testing the model of a proficient academic reader (PAR) in a postsecondary context
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation...
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How do Hong Kong bilingual children with Chinese dyslexia perceive dyslexia and academic learning? An interview study of metaphor analysis
While extensive quantitative research has shed light on the cognitive mechanisms of dyslexia, few mixed-methods studies have been conducted to...
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Growth in written academic word use in response to morphology-focused supplemental instruction
The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine...
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Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents
In the Nordic countries, policy debates about English often highlight the threat of domain loss for national languages, but the high status of...
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Mental health among children with and without reading difficulties
This study explored the relationship between mental health, i.e., depression and anxiety, and reading difficulties (RD) in Chinese elementary school...
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Levels of Success with English and Learning Conditions: Same Opportunities?
Language education aims at giving the same opportunities to all students irrespective of their background. Unfortunately, large-scale studies have...
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Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being
This study examines longitudinal associations among reading skills, math skills and emotional well-being in a Finnish sample (n = 586) followed from...
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Drinking among university students with a history of reading difficulties: motivational and personality risk factors for hazardous levels of consumption
An increasing number of students are entering university with reading difficulties—whether they be diagnosed or self-reported. Research demonstrates...
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Latent profiles of attitudes toward print and digital reading among adolescents
A growing body of research has highlighted the important role attitudes play for adolescent readers, but few have examined differences in attitudes...
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Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components
Children’s writing depends on strategic and self-regulated behaviors as well as on attention and transcription skills. Despite the well-established...
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Understanding the relation between reading and anxiety among upper elementary students with reading difficulties
This study examined the relations between reading anxiety, general anxiety, and test anxiety in a sample of students with reading difficulties ( n = 53...
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Adolescents’ use of academic language in informational writing
Academic language is a kind of social language for the purpose of schooling. It is central to disciplinary learning, thinking, and communication....
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The role of grit and resilience in children with reading disorder: a longitudinal cohort study
Prior studies have suggested that grit and resilience predict both academic and career success. However, these qualities have not been examined in...
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The print exposure of teacher candidates in relation to their achievement and self-ratings of early reading experiences
This study examined the print exposure of teacher candidates (N = 195) in relation to their GPAs, achievement in reading and writing on the SAT, and...