A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade outcomes and remained so even when measures of cognitive ability w...

Purpose In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader abil...

This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forw...

Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance st...

The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children’s reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit working memory), and component skills of compreh...

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...

The current study was an attempt to investigate the relationship among L2 Motivational Self-System, Reading Comprehension Ability, and Gender of Iranian EFL Learners. 70 participants of both male and female at intermediate level at Shokooh Institute in Kashmar-Iran were randomly selected. The instruments of the study were a L2 motivational self-system questionnaire by Yan(2011), and a reading c...

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...