Previously reported simulations using the E-Z Reader model of eye-movement control suggest that the patterns of eye movements observed with children versus adult readers reflect differences in lexical processing proficiency (Reichle et al., 2013). However, these simulations fail to specify precisely what aspect(s) of lexical processing (e.g., orthographic processing) account for the concurrent ...

Abstract Genre-based approach has been the focus of interest in the teaching of language since the mid1980s. Genre is defined in terms of the use of language in conventionalized communicative settings. The present study made an attempt to scrutinize the effects of genre-based pedagogy on Iranian Pre-intermediate EFL leaners' reading comprehension as well as the interaction between their reading...

Our investigation involves an analysis of the miscues made by both native speakers and non-native speakers of English while reading aloud in English. The results of our miscue analysis support there being one common underlying reading process in both first and second languages involving the active construction of meaning through the application of both top-down and bottom-up strategies. Languag...

Presented are the results of a multi-year series of longitudinal studies conducted in grades 1-5 that have applied consensus cognitive science principles to developing reading comprehension proficiency. Presented are the underlying perspectives for how cumulative conceptual learning in science results in accelerated learning in both science and reading. Discussed are the implications of the fin...

Language students apply different strategies to learn a second language (L2), especially when they want attain proficiency in reading. The aim of the present study was revisit validity Metacognitive Awareness Reading Strategies Inventory (MARSI-R) among Saudi using new statistical method confirmatory composite analysis (CCA). Past studies modeled MARSI-R as common factor and applied (CFA) test ...

Assessment of reading proficiency is typically done by asking subjects to read a text passage silently and then answer questions related to the text. An alternate approach, measuring reading-aloud proficiency, has been shown to correlate well with the aforementioned common method and is used as a paradigm in this paper. We describe a system that is able to automatically score two types of child...

The real question we are asking when we look at assessing reading is: What distinguishes a good reader from a poor reader? Implicit in this question is an even more fundamental question: What are we doing when we read? Assessment is an attempt to answer the first question, but if we cannot at least try to answer the second, we do not know what we are assessing, and any measure or description of...

This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental ...

Abstract Previous studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher sentence- and text-comprehension), mixed results were reported. In addition, previous research transparent languages, such as German, focused on typically skilled readers. The aim this study was to examine (word-reading) well (sentence- additio...

With the advent of digital literacy, fluency in reading from the screen has become a key category in shaping reading proficiency. Furthermore, research focusing on digital reading fluency, especially in the English as Foreign Language (EFL) context, is scarce. Therefore, this study first seeks to explore the differences in the participants’ reading fluency in paper and digital reading environme...