This study explored the use of meta-cognitive strategies (MCS) in reading comprehension among Iranian EFL learners with varying levels of proficiency (i.e. high proficient vs. low proficient). Furthermore, there was an attempt to investigate the impact of motivation on language learners’ MCS use. The proposed hypotheses predicted: 1) there is no significant difference between the high proficien...

Individuals with significant hearing loss often fail to attain competency in reading orthographic scripts which encode the sound properties of spoken language. Nevertheless, some profoundly deaf individuals do learn to read at age-appropriate levels. The question of what differentiates proficient deaf readers from less-proficient readers is poorly understood but topical, as efforts to develop a...

Foreign Language Reading Anxiety (FLRA), distinguished as a distinct phenomenon from general language anxiety, has been shown to have a negative impact on reading comprehension skill especially for less proficient EFL learners. FLRA is believed to originate from "unfamiliar writing system" or learners' difficulty in pronouncing words and sentences (Saito, Graza, & Horwitz, 1999). Slow or word b...

Foreign Language Reading Anxiety (FLRA), distinguished as a distinct phenomenon from general language anxiety, has been shown to have a negative impact on reading comprehension skill especially for less proficient EFL learners. FLRA is believed to originate from "unfamiliar writing system" or learners' difficulty in pronouncing words and sentences (Saito, Graza, & Horwitz, 1999). Slow or word b...

Proficient readers use and engage with a variety of texts, including books, online articles social media. They can find information, understand the literal implied meaning, reflect critically on content form. But before students become proficient readers, they must fluent readers. In every language, once read fluently, devote their effort attention to higher-level comprehension tasks more deepl...

Braille reading is a demanding task that requires the identification of rapidly varying tactile patterns. During proficient reading, neighboring characters impact the fingertip at ∼100 ms intervals, and adjacent raised dots within a character at 50 ms intervals. Because the brain requires time to interpret afferent sensorineural activity, among other reasons, tactile stimuli separated by such s...