Low‐achieving adolescents are known to have difficulties with reading comprehension. This
article discusses how reciprocal teaching can improve low‐achieving adolescents' reading …

In this study, we analysed the relationships between word decoding, vocabulary knowledge,
meta‐cognitive knowledge and reading comprehension in low‐achieving adolescents and …

Background There has been an increasing interest in negative or 'undermining'motivations
for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction …

This study examined how to improve students' regulation of task-oriented reading (TOR).
TOR encompasses reading and information processing needed to perform a specific task …

Prior studies suggest that teaching reading strategies promotes reading comprehension in
adolescents who have difficulties with reading comprehension, yet the results of those …

In this study we investigate the role of linguistic knowledge, fluency and meta‐cognitive
knowledge in Dutch reading comprehension of monolingual and bilingual adolescent …

This study uses a cognitive diagnosis model (CDM) approach to investigate the associations
among specific L2 reading subskills. Participants include 1,203 Year-4 English major …

Adopting a cognitive perspective, this study examined roles of working memory capacity
(WMC), first language (L1) syllogistic inferencing, and second language (L2) linguistic …

Many students infrequently read during leisure time. Due to fast, unconscious decisions,
they may overlook the possibility of reading. We tested the impact of nudging on reading …

In many schools, independent silent reading of self-selected books is used to promote
reading. However, self-selection may be insufficient to counter negative reading …