The Correlation between Eye Movement Data and Three Commonly Used Academic Reading Assessments Assessment | Upper Elementary School Summary of Findings: An association between reading efficiency and comprehension is often ascribed to individual differences in the distribution of cognitive resources between lexical-processing and comprehension. In this view, the ability to decode words and engage in […]
Effects of Scaffolded Silent Reading Practice on the Reading-Related Eye Movements of U.S. Students in Grades 4 and 5 Instruction | Upper Elementary School Summary of Findings: This research evaluated the impact of scaffolded silent reading practice (SSRP) in comparison to “business as usual” instruction. The results suggest that SSRP may be more effective than […]
The Decline of Comprehension-Based Silent Reading Efficiency in the United States: A Comparison of Current Data with Performance in 1960 Assessment | Upper Elementary School | Middle School | High School Summary of Findings: The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. […]
Effects of Four Electronic Text Presentation Formats on Reading Efficiency and Comprehension Assessment | Instruction | Upper Elementary School Purpose of Study: The goal of this experiment was to determine whether the use of a particular text presentation format during reading instruction might be more effective in advancing reading development. Study Design: Fifth-grade students attending […]
The Effect of the Reading Plus Program on Reading Skills in Second Graders Instruction | Upper Elementary School Summary of Findings: While many previous effectiveness studies involving Reading Plus have found significant improvements in reading skills and oculomotor efficiency, some research only found gains in the latter. The goal of this study was to expand […]
Silent Word Reading Fluency and Temporal Vision Processing; Differences Between Good and Poor Readers Assessment | Middle School Summary of Findings: The study explored the relationship between students’ reading abilities, measures of temporal vision processing, and silent word reading fluency. Thirty-seven 7th-grade students were classified as “good” or “poor” readers via the Gates-MacGinitie Reading Comprehension […]