This study investigates and compares the efficacy of differentiated instruction and traditional-based instruction on enhancing Iranian students’ reading comprehension. Eight elementary, intermediate, and advanced classrooms from 1 language institute were chosen, and based on their performance on the pretests were further divided into 4 control and 4 treatment groups. Flexible grouping, tiered i...

this study seeks to examine how teachers’ educational background (those who have educated in tefl in comparison to those who have educated in literature) may influence their beliefs and attitudes on language learning, teaching and the teaching methods they apply in their classes. on a general basis, depending on teachers’ opinion, learning process might be seen as behavioristic, inductive, inte...

It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' ...

Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based s...

There is a fact that most of the Secondary School students are still low in comprehending reading texts. Therefore, the main objective of this study was to see whether the use of KWL (Know, Want, Learned) strategy was effective in improving the students’ reading comprehension achievement in learning English as a Foreign Language. Non-equivalent groups pretest-posttest design was used in this st...

background: testing and teaching are interrelated in education process; using various kinds of tests, teachers are able to anticipate the strong and weak points of learning in students, their progress and their accomplishment. the influence of test on teaching and learning is commonly referred to as washback. testing washback is a twisted concept that becomes even more complex under a various i...

Intelligence and general academic achievement have a well-established relation, but the interrelated development of the two constructs over time is less well-known. In this study, the dynamic developmental relation between verbal comprehension-knowledge (Gc) and reading comprehension was examined by applying bivariate dual change score models (McArdle, 2009) to longitudinal data collected from ...

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The samp...

This study seeks to investigate the impact of symmetrical (S) and Asymmetrical (AS) scaffolding, which are two types of scaffolding, on students' reading comprehension achievement of English as a Foreign Language (EFL). The study was done in two phases: In the first phase after administering a Pre-test, 52 homogeneous intermediate students were selected, and they were divided into two experimen...