Researchers have shown that skilled readers use variety of strategies to comprehend written texts (Stanovich, 2000; Sweet & Snow, 2003). Hence many readers are not aware of reading strategies; there is a need of explicit teaching instruction to develop those strategies. In fact, in most English reading classes there is absence of teaching comprehension strategies to readers, the strategy usuall...

The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategi...

The unpredictability of spoken responses by young children (6-7 years old) makes them problematic for automatic speech recognizers. Aist and Mostow proposed predictable response training to improve automatic recognition of children’s free-form spoken responses. We apply this approach in the context of Project LISTEN’s Reading Tutor to the task of teaching children an important reading comprehen...

This study examines the relation of language arts instruction to students’ letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students’ letter-word reading skill growth; plus, there were child-by-instruction interac...

The aim of this paper is to examine the effectiveness of semi-completed concept map instruction in reading comprehension of students who are deaf. An intervention study based on ABA research design took place, which involved scaffolding instruction on the use of concept maps in the reading comprehension of narrative texts. A 10-year-old deaf student born to deaf parents participated in our stud...

The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the ...

Although story mapping strategy has been shown to be beneficial in many reading comprehension classes, the benefits of this technique have not been thoroughly investigated in L2 writing research. The small number of previous studies (e.g., Li, 2007; Brunner, 2010) have found the potential benefits of using story mapping strategy on students’ writing performance, but they did not focus on differ...

First and 2nd graders (N = 28?) receiving Title I services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implici...

Abstract The present study was an attempt to investigate the effect of IT system-based instruction vs. traditional instruction of teaching English on Iranian low-intermediate EFL learners’ reading comprehension ability in a smart school in Tonekabon, Mazandaran, Iran. To collect the data, 60 low-intermediate high school learners took part in the study. As to the homogeneity of the participants,...

Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of th...