This study investigates the effect of timed reading (TR) and repeated oral reading (RR) on 35 adult students of English as a foreign language. Students in the TR (n =18) and RR (n =17) groups read 52 and 26 passages respectively over a 13-week period. Reading rates and comprehension levels were measured at three occasions: pre-intervention, postintervention, and delayed post-intervention. The r...

Following innovations in intelligence and its radical changes from a unitary concept (IQ) to a multi-dimensional conceptualization, i.e. multiple intelligences and the need to design classroom activities based on the L2 learners’ cognitive styles, this study examined the impact of linguistic intelligence and emotional intelligence on the reading comprehension ability of the Iranian EFL learners...

UNLABELLED Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examin...

this study was an attempt to investigate the comparative impact of two types of teaching approaches, namely content-based (cbi) and task-based (tblt) instruction on the reading comprehension of iranian efl learners. for this purpose, sixty intermediate students from a pool of eighty five students studying at a private language school were chosen using a piloted pet. the students were then rando...