This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches—text reading, vocabulary learning, and text reading plus vocabulary learning—were e...

PURPOSE Technological devices such as smartphones and tablets are widely available and increasingly used as visual aids. This study evaluated the use of a novel app for tablets (MD_evReader) developed as a reading aid for individuals with a central field loss resulting from macular degeneration. The MD_evReader app scrolls text as single lines (similar to a news ticker) and is intended to enhan...

Reading relies critically on processing text in foveal vision during brief fixational pauses, and high-quality visual input from foveal text is fundamental to theories of reading. However, the quality of visual input from foveal text that is actually functional for reading and the effects of this input on reading performance are unclear. To investigate these issues, a moving, gaze-contingent fo...

The present quasi-experimental study mainly investigates the role of literature as input for reading comprehension in Iranian EFL classrooms. To be more exact, it investigates the effects of authentic and simplified literary texts on the reading comprehension of Iranian advanced EFL learners. The participants were 35 male and female Iranian EFL learners who were at advanced level, studying in a...