Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the prerequisite cognitive processes are distributed among teacher, individual reader, other student...

The following literature review is an analysis of the relationship of vocabulary instruction, reading comprehension, and student retention. Vocabulary can affect comprehension; however the most effective method of vocabulary instruction has yet to be determined. Context, semantic mapping, and a combination of instructional approaches are examined. Many types of vocabulary instruction can have a...

The purpose of this study was to investigate the effects of an on-line Cumulative Sentence Analysis (CSA) instruction on university engineering students’ English reading comprehension. Within the framework of CSA instruction, the reading comprehension process can be divided into six steps: identifying finite verbs, finding key words, separating clauses, identifying subjects and main verbs, addi...

A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to investigate the conditions of reading instruction fo...

Effective reading instruction plays an important role in improving students’ outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers’ word study knowledge for instructing both typically developing re...

Students with weak reading skills are at risk for school difficulty. Among the indicators of reading difficulty, reading fluency is a strong predictor of overall reading problems. A multiple baseline across small groups of students design was used to evaluate the effects of explicit oral reading fluency instruction. Based on universal screening data, 6 fourth grade students who scored between t...

In this article, the authors revisit common practice of small-group reading instruction. They challenge idea grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill as a more optimal use time in small groups. then present ABCs—a focus assessment, basics & books, clarity communication—as central principles should guide how we...