scholarly journals A Meta-Analysis of Reading Research around the World: Towards a Set of Guiding Principles for EFL Reading Instruction

2021 ◽  
Vol 29 (3) ◽  
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Speed ◽  
Meta Analysis ◽  
Reading Research ◽  
Step Procedure ◽  
Reading Technology ◽  
Guiding Principles ◽  
Based Instruction

This study attempted to shed light on the reading research conducted over the last twenty years for the purpose of reflecting on the most and least addressed aspects of reading in the research. This study is also hoped to constitute a resource for scholars about the latest initiatives in the reading research in general and in EFL reading in particular. In order to answer the research aims, a meta-analysis of 45 articles was conducted. Despite the fact that the methodology adopted for this study was thematic and qualitative, frequency counts were made. A corpus of 45 international articles titles, which met the selection criteria within the overall database of five leading journals, was collected. A seven-step procedure was followed to sort and analyze the data. The findings showed that there were six major themes, which were ranked in terms of their frequency of distribution into reading comprehension, reading strategies, reading ability, reading literacy, reading speed, and reading skills. In light of the findings, the researchers attempted to highlight the areas of focus and to put forth guiding principles for reading instruction (e.g., strategy-based instruction is essential in teaching reading; technology-based instruction is more a must than an alternative).

scholarly journals Caffeine improves text reading and global perception

2019 ◽  
Vol 34 (3) ◽  
pp. 315-325 ◽  
Author(s):  
Sandro Franceschini ◽  
Matteo Lulli ◽  
Sara Bertoni ◽  
Simone Gori ◽  
Alessandro Angrilli ◽  
...  
Keyword(s):  
Information Processing ◽  
Spatial Attention ◽  
Reading Ability ◽  
Reading Skills ◽  
Right Hemisphere ◽  
Reading Speed ◽  
Global Processing ◽  
Repeated Measures Design ◽  
Text Reading ◽  
The Right

Background: Reading is a unique human skill. Several brain networks involved in this complex skill mainly involve the left hemisphere language areas. Nevertheless, nonlinguistic networks found in the right hemisphere also seem to be involved in sentence and text reading. These areas do not deal with phonological information, but are involved in verbal and nonverbal pattern information processing. The right hemisphere is responsible for global processing of a scene, which is needed for developing reading skills. Aims: Caffeine seems to affect global pattern processing specifically. Consequently, our aim was to discover if it could enhance text reading skill. Methods: In two mechanistic studies ( n=24 and n=53), we tested several reading skills, global and local perception, alerting, spatial attention and executive functions, as well as rapid automatised naming and phonological memory, using a double-blind, within-subjects, repeated-measures design in typical young adult readers. Results: A single dose of 200 mg caffeine improved global processing, without any effect on local information processing, alerting, spatial attention and executive or phonological functions. This improvement in global processing was accompanied by faster text reading speed of meaningful sentences, whereas single word/pseudoword or pseudoword text reading abilities were not affected. These effects of caffeine on reading ability were enhanced by mild sleep deprivation. Conclusions: These findings show that a small quantity of caffeine could improve global processing and text reading skills in adults.

Manual Communication as an Alternative Mode of Language Instruction for Children with Severe Reading Disabilities

1984 ◽  
Vol 15 (1) ◽  
pp. 22-31 ◽  
Author(s):  
Deborah Webb Blackburn ◽  
John D. Bonvillian ◽  
Robert P. Ashby
Keyword(s):  
Reading Instruction ◽  
Visual Processing ◽  
Reading Disabilities ◽  
Reading Ability ◽  
Reading Skills ◽  
Current Theory ◽  
Language Instruction ◽  
Communication Training ◽  
Alternative Mode ◽  
Early Results

The development of an effective program to teach reading skills to children with severe reading disabilities is an important area of concern for educators, parents, clinicians, and researchers. Current theory ascribes many reading difficulties to deficits in auditory-visual processing; children often have improved in their reading skills through a structured program of tactile-kinesthetic training. Recently, a few programs for children with severe reading disabilities have begun to include training in manual communication, using one of the sign languages of the deaf or the manual alphabet as the additional processing mode. Early results of these training programs have been encouraging, as some of the students exposed to manual communication training have shown impressive gains in reading and personal behavior. However, these findings are based on very preliminary results with limited populations, and systematic longitudinal studies have not yet been conducted. The present paper presents a critical review of these initial studies, plus the case report of two severely reading-disabled adolescent boys who were given reading instruction with the aid of fingerspelling and sign language. Over the 5-month training period, the two boys demonstrated considerable improvement in reading ability, although their progress probably should not be attributed solely to their manual communication training.

A Model for Direct, Data-Based Reading Instruction

1983 ◽  
Vol 6 (3) ◽  
pp. 61-77 ◽  
Author(s):  
Lorna Idol-Maestas ◽  
Shirley Ritter ◽  
Sandra Lloyd
Keyword(s):  
Reading Instruction ◽  
Reading Skills ◽  
Contingency Management ◽  
Learning Disabled ◽  
Reading Accuracy ◽  
Repeated Practice ◽  
Direct Data ◽  
Resource Rooms ◽  
Based Instruction ◽  
Behavior Disordered

An instructional model for improving reading skills of very poor readers is offered. The approach includes several basic components: curricular assessment and placement in lower levels of classroom curricula, direct instruction in deficit skill areas, data-based instruction as a means of evaluating daily pupil progress, repeated practice of reading stories to achieve proficiency, and contingency management, where stories must be mastered before proceeding to subsequent stories. Initially, students read orally and are evaluated daily for reading accuracy, rate, and oral comprehension. Gradually, students are encouraged to read silently and to write responses to comprehension questions. Included are pupil progress data for 159 mildly learning handicapped students who have received this type of instruction. Student gains have been similar for learning disabled, behavior disordered, and mildly retarded students. Economically disadvantaged and students served in cross-categorical resource rooms have progressed at a slightly higher rate than the other groups of mildly handicapped students.

Assessment and Instruction of Reading Skills: Results with Mexican-American Students

1983 ◽  
Vol 6 (4) ◽  
pp. 458-467 ◽  
Author(s):  
Kathleen R. Hoffer
Keyword(s):  
Academic Success ◽  
Reading Instruction ◽  
Limited English Proficient ◽  
Mexican American ◽  
Reading Ability ◽  
Reading Skills ◽  
Language Instruction ◽  
Mexican American Students ◽  
American Students ◽  
Limited English Proficient Students

Mexican-American students often demonstrate a reading delay. This apparent delay may be the result of several factors including inappropriate assessment, irrelevant instructional programs, second-language instruction before students have fully mastered their native language, and an absence of special assistance. Reading ability is critical to academic success, which, in turn, plays an important role in social mobility. This paper includes an examination of the tenets of nonbiased assessment, an evaluation of tests for assessing Mexican-American students' reading skills, and a discussion of research relevant to reading instruction programs for limited-English proficient students. For educational equity to be attained, practitioners and researchers must continue efforts to develop new assessment instruments, standardize informal reading inventories and cloze tests, and explore the use of new instructional strategies for teaching reading to limited-English proficient students.

Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis

2021 ◽  
Vol 44 (1) ◽  
pp. 111-125
Author(s):  
Shuyan Wang ◽  
Heyoung Kim
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Meta Analysis ◽  
Extensive Reading ◽  
Reading Research ◽  
Pleasure Reading ◽  
The Past ◽  
Language Classroom ◽  
Research Designs ◽  
Practical Instruction

Abstract Extensive reading has long been applied in the English as a foreign language classroom in China, but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years (1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged, including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading (i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction; 2) there are methodological weaknesses in empirical research designs, and; 3) research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.

scholarly journals Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data

2018 ◽  
Vol 15 (1) ◽  
pp. 46-76
Author(s):  
Eugene Borokhovski ◽  
Robert M. Bernard ◽  
Norman Segalowitz ◽  
Anna Sokolovskaya
Keyword(s):  
Reading Skills ◽  
Reading Speed ◽  
Meta Analysis ◽  
Weighted Average ◽  
Reading Performance ◽  
Effect Sizes ◽  
Rapid Automatized Naming ◽  
Empirical Literature ◽  
Double Deficit Hypothesis ◽  
Double Deficit

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies. Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types. Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures. Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.

scholarly journals Meta-Analysis of the Effects of Traditional versus Technology-based Instruction on Reading Comprehension of EFL Students

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Sami Alsuwat ◽  
Jamaal Rashad Young
Keyword(s):  
Reading Comprehension ◽  
Academic Success ◽  
Reading Instruction ◽  
Effect Size ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Exclusion Process ◽  
Strategy Instruction ◽  
Efl Students ◽  
Based Instruction

Reading is an essential skill for language acquisition, especially for learners of English as a Foreign Language (EFL). Reading comprehension is essential for academic success, thus teachers and researchers are consistently testing new strategies and resources to assist EFL students. Given the growing technological infrastructure many schools are forgoing traditional strategies for digital reading resources. Thus, the purpose of this meta-analysis investigates the effects of using strategy instruction versus technology-based instruction on the reading comprehension of EFL learners. A Meta-analysis of 17 studies (20 effect sizes) published between the years 2007 and 2016 was conducted. A three level inclusion and exclusion process was used to select studies based on the a priori criteria. The overall combined effect size for traditional strategies and technology-based strategies was (d=1.176), which is considered a large effect size. The findings of the moderator analysis suggest that the use of traditional reading strategy instruction or technology-based reading instruction is equally effective for supporting the reading comprehension of EFL students. Recommendations for enhanced teaching and learning are provided to support EFL student reading comprehension.

Effects of Targeted Reading Instruction on Phonological Awareness and Phonic Decoding in Children with Down Syndrome

2011 ◽  
Vol 116 (2) ◽  
pp. 111-129 ◽  
Author(s):  
Kathy Cologon ◽  
Linda Cupples ◽  
Shirley Wyver
Keyword(s):  
Down Syndrome ◽  
Phonological Awareness ◽  
Reading Instruction ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Skills ◽  
Chromosome 21 ◽  
Children With Down Syndrome ◽  
Individual Instruction ◽  
Assessment Results

Abstract This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language, cognition, phonological awareness, word and short-passage comprehension, and oral reading ability conducted on four occasions (initially, preintervention, postintervention and delayed postintervention) over approximately a 12-month period. The intervention was conducted over 10 weekly sessions and involved individual instruction. The postintervention assessment results provided evidence that phonic reading instruction was generally effective in improving reading skills and phonological awareness of children with Down syndrome.

scholarly journals The effects of fluency-oriented reading instruction on reading skills

2020 ◽  
Vol 10 (4) ◽  
pp. 1111-1146
Author(s):  
Pınar Kanık Uysal ◽  
Asiye Duman
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Fluency ◽  
Reading Skills ◽  
Reading Speed ◽  
Analysis Of Covariance ◽  
Study Program ◽  
Significant Difference ◽  
Experimental Group ◽  
Reading Prosody

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

scholarly journals Mobile-based Interactive Media in Remedial Reading Instruction

2021 ◽  
Vol 4 (5) ◽  
pp. 99-106
Author(s):  
Alona Medalia Gabejan ◽  
Eñego B. Tejas, Jr. ◽  
Kristine Harion G. Lacanaria
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Reading Ability ◽  
Reading Skills ◽  
Interactive Media ◽  
Remedial Reading ◽  
Significant Difference ◽  
Post Test ◽  
Frustration Level

This study investigated if there would be a significant effect of using mobile-based interactive media on the word recognition and comprehension of Grade-7 students who underwent remedial reading classes because they were identified as non-readers or belonging to the frustration level of reading comprehension.  It employed a standardized reading test in administering the pre-test and post-test among the students before and after utilizing the said interactive media, respectively. The test included word recognition (oral) and comprehension (written) tests to determine the reading ability of the students. The findings revealed that there was a significant difference between the pre-test and post-test scores of the students both for word recognition and comprehension. The use of mobile-based interactive media was found effective in enhancing the reading skills of students, even for those students who were already in Grade-7 and those who belonged to the Frustration Level of reading comprehension. The study recommended that a longer period of time could be allotted for remedial reading instructions while using mobile-based interactive media and that interviews could be used as a follow-up strategy in ascertaining the improvement of students’ reading skills.

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