What Research Has to Say About Reading Instruction

Samuels, S. Jay; Farstrup, Alan E.

doi:10.1598/0829

Cited by 113 publications

(3 citation statements)

References 27 publications

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“…This indicates that publishers target these books for readers beginning at ages 7, 8 & 9. This is potentially due to this being the accepted age of starting independent reading (Samuels & Farstrup, 2011).…”

Section: Data and Discussionmentioning

confidence: 99%

Reminiscence spike in reading recall between the ages of 8–11: The influence of early memories on attitudes and actions

Freestone

O’Toole

2016

Cogent Education

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An investigation into the recalled reading of 31 environmental educators has uncovered a potential link between early reading and pro-environmental attitudes. The recalled books are not only from the recognised "reminiscence bump" of adolescence and early adulthood, but there also appears to be a spike in recall of books within the 8-11-year reading age group. This 8-11-year age group, also known as middle childhood is recognised within other disciplines as being an influential or significant time for learning. The discovery of these earlier memories from stories and their ongoing influence highlights the potential of incidental learning and pre-adolescent attitude formation.

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Section: Data and Discussionmentioning

confidence: 99%

Reminiscence spike in reading recall between the ages of 8–11: The influence of early memories on attitudes and actions

Freestone

O’Toole

2016

Cogent Education

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“…Through the synthesis of these discussions, this study has concluded that reading comprehension skills involve (a) command of vocabulary knowledge; (b) the ability to predict, which means activating background or prior knowledge to promote understanding of ideas encountered in text (Samuel & Farstrup, 2011); (c) good knowledge of text structure; (d) visual presentations of text; (e) summarization; (f) answering questions on comprehension and generating questions for text; and (g) comprehension monitoring, which is "defined as knowledge about cognition and the self-regulation of cognition" (Grabe, 1991, p. 382).…”

Section: The Definition Of Reading Comprehension Skillmentioning

confidence: 99%

“…For instance, Grabe (1991) and Lems et al (2010) proposed that good readers can make use of background knowledge to construct meanings from the text and predict information. Additionally, vocabulary building is essential to reading comprehension instruction as vocabulary and comprehension are closely linked (Samuel & Farstrup, 2011). Vocabulary knowledge has similarly been recognized as an essential feature for strategic readers (Grabe, 1991).…”

Section: The Definition Of Reading Comprehension Skillmentioning

confidence: 99%

The Roles of Intensive and Extensive Reading Activities in Chinese EFL University Students’ Reading Comprehension Skills

Fu¹

2021

ELR

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This paper focuses on the appropriate methods for Chinese EFL university students to improve reading comprehension skills. The combination of intensive reading and extensive reading in the teaching environment is suggested in this study. Specifically, in-class reading should be composed of two parts: 1) intensive reading activities involving the explicit instruction of reading comprehension skills; 2) extensive reading activities to increase Chinese EFL university students’ background and vocabulary knowledge, which paves way for the comprehension of the text. After-class extensive reading should be composed of the reading of materials containing the repetition of new vocabulary appear in class, which could consolidate EFL learners’ reading comprehension skills they have already learnt in class.

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A Vertical Case Study of Global Policy‐Making

Bartlett¹,

Vavrus²

2016

The Handbook of Global Education Policy

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What Research Has to Say About Reading Instruction

Cited by 113 publications

References 27 publications

Reminiscence spike in reading recall between the ages of 8–11: The influence of early memories on attitudes and actions

Reminiscence spike in reading recall between the ages of 8–11: The influence of early memories on attitudes and actions

The Roles of Intensive and Extensive Reading Activities in Chinese EFL University Students’ Reading Comprehension Skills

A Vertical Case Study of Global Policy‐Making

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