The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL) learners from Is...

The participation of parents shared reading with children is a topic that has generated a lot of attention among many researchers in the world. For the use of picture story books which have caused positive impact on the child’s learning process has also been recommended as the best strategies to develop children’s aesthetic ability. The purpose of the study aims to investigate the effectiveness...

The aim of this investigation was to identify the book reading behaviors and book reading styles of middle class African American mothers engaged in a shared book reading activity with their preschool children. To this end, the mothers and their children were videotaped reading one of three books, Julius, Grandfather and I, or Somewhere in Africa. Both maternal and child behaviors were coded fo...

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The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the par...

The present study investigated the potential of implementing reading strategy instruction in raising learner readers' awareness of reading strategies,  extending the range of strategies they employed and enhancing their reading comprehension ability. To conduct the study, 90 female pre-university students majoring in Natural Sciences were selected based on a convenient sampling procedure. After...

Effects of shared book reading on expressive vocabulary and grapheme awareness without letter instruction in German kindergarteners (longitudinal; N = 69, 3;0-4;8 years) were investigated. Expressive vocabulary was measured by using a standardized test; grapheme awareness was measured by asking children to identify one grapheme per trial presented amongst non-letter distractors. Two methods of ...

this study examined the differences among high, mid and low ambiguity tolerance groups in their reading comprehension ability and their metacognitive awareness of reading strategies. to this end, 123 first-year college students majoring in engineering with an age range of 19-25 were stratified into three groups of high, mid and low ambiguity tolerance to participate in the study. they took part...