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This paper provides an analysis of "Corrective Reading" research. A research review of 28 published studies was completed. Twenty-three studies examined the effectiveness of "Corrective Reading" as delivered by teachers in general education (n = 4), special education (n = 12), and alternative education (n = 7) settings. Five studies examined the effects of "Corrective Reading" as implemented by paraprofessionals or peer instructors in general education (n = 4) and special education (n = 1) settings. Study characteristics (i.e., program[s] investigated, participants, research design, research purpose, intervention details, outcome measures, and findings) were examined for each of the 28 studies. Twenty-six of the 28 studies found positive results for students instructed with "Corrective Reading," and 1 study found positive results for peer instructors who delivered "Corrective Reading." Thus, 27 of the 28 studies (96.4%) found positive results for "Corrective Reading." Analyses across studies including examinations of dependent measures, research designs, student populations, and instructors and settings are provided; directions for future research are discussed. (Contains 5 tables.)

Purpose: Readers can draw on their knowledge of sound-to-letter mappings to form expectations about the spellings of known spoken words prior to seeing them in written sentences. The current study asked whether such orthographic expectancies are observed in the absence of contextual support at the point of reading. Method: Seventy-eight adults received oral vocabulary training on 16 novel words over two days, while another set of 16 items was untrained. Following training, participants saw both trained and untrained novel words in print for the first time within a lexical recognition task. Half of the items had spellings that were predictable from their pronunciations (e.g., "nesh"), while the remainder had spellings that were less predictable from their pronunciations (e.g., "koyb"). Results: Participants were able to recognize newly learned words, and lexical recognition latencies displayed clear evidence of orthographic expectancies, as evidenced by a larger effect of spelling predictability for orally trained than untrained items. Conclusion: These data are consistent with the emergence of orthographic expectancies even when written words are first encountered in isolation.

Motivation and engagement play a crucial role in literacy development and achievement. However, the construct of reading engagement has become blurred and ambiguous, both in research and in discussions of practice. In order to guide future research and to extend our existing understanding of reading engagement into classroom practice, this study presents an extensive survey and systematic analysis of prior studies of reading engagement. Selection criteria resulted in the identification of 60 data-based articles published in 12 peer-reviewed journals through 2019. Over the period examined, there was a steady increase in the number of studies reported, especially since 2011. The early adolescent group was studied the most frequently, and the most popular technique involved observations and interviews. In terms of the definition of reading engagement, only 42% of the studies explicitly defined the term. Many studies have focused on the behavioral dimensions and antecedents for reading engagement, while others explored reading engagement as an aptitude. Although this review did not support a single interpretation of reading engagement as either an aptitude or an event, the resulting discussion broadens perspectives for reading engagement research.

While the importance of academic language and literacies in students' meaningful participation in higher education has been well-explored, studies have focused on writing rather than reading. There has been a significant silence in the literature around what constitutes reading in higher education, the sociocultural complexities of reader engagement with text, and contemporary understandings of situated experiences regarding reading practices in the disciplines, especially for traditionally under-represented student groups. Scholarly interest in academic literacies, and reading in particular, has significant implications for the equity and widening participation agenda. To this end this article critically engages with research examining reading in tertiary education and describes a scoping study of scholarly work at the intersection of three domains: academic literacies, reading studies, and widening participation and equity in higher education. In asking questions of these three overlapping fields of inquiry, we map trends in existing academic literature, and argue for a research agenda that examines the experiences, perceptions and enactments of academic reading in the context of South African and Australian efforts to widen participation to higher education.

Students from economically disadvantaged backgrounds in Australia have persistently performed at relatively low levels in national and international tests of reading literacy. Research attention is required to look for new models to promote reading and reading engagement for disadvantaged students. The current study discussed a case study derived from a practice-based research project that aims to develop reformative practices to engage disadvantaged students to read. A special feature of this practice-based research is the promotion of student voice to inform the development of engaging reading practices through partnerships between teachers and students and the endorsement of student input. Based on a rich data set, including teacher interviews, a series of classroom observations, meeting records and student interviews, a case study of one teacher and her class was developed to illustrate how student voice has been used to promote reading engagement through a practice-based reform proces.

Results of a previous meta-analysis of gender differences in reading achievement at the secondary school level (Lietz, in press) showed significant differences between major assessment programs. Thus, the gender gap in favour of girls was more pronounced for the assessment programs conducted by the National Assessment of Educational Programs in the United States (NAEP), for the more recent assessment programs in Australia and the Programme for the International Student Assessment (PISA) conducted by the OECD. In contrast, no such effect was found for earlier studies conducted by the International Association for the Evaluation of Educational Achievement (IEA), namely the International Reading Comprehension Study 1970-71 and the International Reading Literacy Study 1990-91. Hence, this article seeks to investigate whether or not an effect exists that could be associated with the time period in which a study was conducted. In other words, the article examines whether or not the reasons for the greater gender differences in more recent assessment programs might be related to the scaling of reading scores before and after 1992. (Contains 1 footnote and 5 tables.)

In this article, the author describes some of the possible components needed to develop multilevel theory that support the scaling of reading interventions. Scaling can be defined in a number of ways: depth, sustainability, spread, and shift (see Coburn, 2003). The author treats "scaling" in this paper as it has been traditionally defined--to increase the number and types of sites in which the intervention is being studied. The elements of multilevel theory examined include the what, the how, the where, and the when of such studies. The list is not exhaustive, but it points to the need for such theoretical development. Reading research is multilevel by nature because of the naturally occurring nesting in reading data. Few, if any, researchers explicitly leverage this multilevel structure to support theoretical developments in the study of reading interventions. Currently, the multilevel structure of reading data is either ignored or is utilized to reduce bias and better estimate our statistical models. The time is now ripe for the development of more sophisticated theory as reading interventions at scales never seen before begin implementation.

A controversial question in reading research is whether dyslexia is associated with impairments in the magnocellular system and, if so, how these low-level visual impairments might affect reading acquisition. This study used a novel chromatic flicker perception task to specifically explore "temporal" aspects of magnocellular functioning in 40 children with dyslexia and 42 age-matched controls (aged 7-11). The relationship between magnocellular temporal resolution and higher-level aspects of visual temporal processing including inspection time, single and dual-target (attentional blink) RSVP performance, go/no-go reaction time, and rapid naming was also assessed. The Dyslexia group exhibited significant deficits in magnocellular temporal resolution compared with controls, but the two groups did not differ in parvocellular temporal resolution. Despite the significant group differences, associations between magnocellular temporal resolution and reading ability were relatively weak, and links between low-level temporal resolution and reading ability did not appear specific to the magnocellular system. Factor analyses revealed that a collective "Perceptual Speed" factor, involving both low-level and higher-level visual temporal processing measures, accounted for unique variance in reading ability independently of phonological processing, rapid naming, and general ability. (Contains 8 footnotes, 7 tables, and 5 figures.)

This is a compilation of reports from international research correspondents on the topic of emergent reading. The report includes 14 separate reports on Nigeria, China, Hong Kong, Israel, Malaysia, Singapore, Australia, Estonia, Italy, Canada, Mexico, United States, Argentina, and Chile. Overall, reports on the topic of emergent readers have delineated a range of attention to it. Some countries, such as Oman, do not use "emergent reader" at all. Some, such as Italy, do not give much attention to that category of learners, whereas others, such as Israel and Mexico, have increased attention to that group. There are also countries, such as Canada and Singapore, where formal programs have been put in place to work with emergent readers in various ways and at various age levels. One thing mentioned repeatedly throughout these reports is the role socioeconomic status plays for emergent readers. Many of the educators that participated in these reports have pointed out the importance of access to materials and resources for students' academic success and the advantages that more privileged students typically have. In a similar vein, there also seems to be a thread between reports about the role of electronic media in emergent-reading engagement.

This article presents the reports from the international research correspondents (IRCs) on the topic of teacher preparation through an informal polling using a questionnaire, consisting of 10 items related to the issue of teacher preparation, in eight countries. The participating IRCs include: (1) Jan Turbill of Australia; (2) Shelley Peterson of Canada; (3) Marta Infante of Chile; (4) Meeli Pandis of Estonia; (5) Anita Poon of Hong Kong; (6) Nasrin Shokrpour of Iran; (7) Chukwu emeka Onukaogu of Nigeria; and (8) Aly Amer of Oman. The first 8 items were rated with a 4-point Likert scale ("not at all, little, much, very much"), whereas the final two questions were open-ended. Here, the authors enumerate the 10 items and present the summaries of the IRCs' results of the 10 questionnaire responses from their constituents together with their own comments. Furthermore, respondents from some countries, such as Estonia and Hong Kong, speak to the challenges of regimentation, while others, notably those from Chile, Iran, and Nigeria, report difficulties in enforcing regulations on a variety of levels. One area in which all regions seem to struggle is supporting the needs of novice teachers. In some countries, such as Australia and Canada, scaffolds in the form of professional development and mentorship are in place, but their use is uneven. From the global interest in this topic and the shifting challenges it engenders, it seems that teacher preparation will remain a key issue internationally.

Two prominent dual-route computational models of reading aloud are the dual-route cascaded (DRC) model, and the connectionist dual-process plus (CDP+) model. While sharing similarly designed lexical routes, the two models differ greatly in their respective nonlexical route architecture, such that they often differ on nonword pronunciation. Neither model has been appropriately tested for nonword reading pronunciation accuracy to date. We argue that empirical data on the nonword reading pronunciation of people is the ideal benchmark for testing. Data were gathered from 45 Australian-English-speaking psychology undergraduates reading aloud 412 nonwords. To provide contrast between the models, the nonwords were chosen specifically because DRC and CDP+ disagree on their pronunciation. Both models failed to accurately match the experiment data, and both have deficiencies in nonword reading performance. However, the CDP+ model performed significantly worse than the DRC model. CDP++, the recent successor to CDP+, had improved performance over CDP+, but was also significantly worse than DRC. In addition to highlighting performance shortcomings in each model, the variety of nonword responses given by participants points to a need for models that can account for this variety. (Contains 5 tables, 2 figures and 3 footnotes.)

This paper reports provisional Australian comparison data and scoring instructions for theTest of Word Reading Efficiency(TOWRE). The TOWRE is a popular reading fluency test used in reading research, classroom assessment and clinical practice. Approximate ‘norms’ were obtained from children attending four primary schools in New South Wales. Results suggested that the US norms for the TOWRE may overestimate the reading level of Australian children in lower grades and that the performance on the two parallel forms (A and B) of the subtests (Sight Word EfficiencyandPhonemic Decoding Efficiency) of the TOWRE did not differ from each other. While no performance differences were found between boys and girls overall, it was noted that the youngest boys outperformed the youngest girls on Form A of the Sight Word Efficiency subtest, and the youngest girls outperformed the youngest boys on Form B of the Sight Word Efficiency subtest. Limitations of the current study are discussed and a brief reference is made to a new (2012) edition of TOWRE (TOWRE-2). [ABSTRACT FROM AUTHOR]

Applied Linguistics is a diverse field, comprising a substantial number of sub-fields, sub-specialisations and related fields. To see that this is the case one need only examine the various handbooks and encyclopaedic references that have been published in the last ten years to see the wide range of topics that have been covered. As with many professional areas in academia, Applied Linguistics is organised around national organisations, with its international structure being a loose confederation known as the International Association of Applied Linguistics (AILA). Given these diverse academic and structural arrangements, it should not be surprising if academics within different national associations were to cluster around different interests within the field. This study explores the question of what emphases are found in various parts of the world in Applied Linguistics, and in particular, the relationship of Australian Applied Linguistics to international trends using a structural text analysis of abstracts related to Applied Linguistics as well as an historical review of the trends involved. (Contains 5 tables, 4 figures, and 5 endnotes.)

There is considerable interest and controversy in the community concerning how our students are faring in the task of mastering reading. Broad scale assessment, formerly at a State level and now at a National level (NAPLAN), is potentially valuable in helping answer this question in a broad sense. However, there are limitations to the value of this style of testing when the only tasks included are those intended to assess reading comprehension. It is unquestionably a major function of reading, but not the only important component. The assessment of other critical components can supply valuable information not available in the NAPLAN process. For example, other forms of assessment can assist in the identification and management of students at-risk even before reading instruction commences. They can also help identify those making slow progress at any year level. This is especially important given the usually stable learning trajectory from the very early stages. If specific interventions are implemented, appropriate reading assessment can provide ongoing information about the effectiveness of the chosen approach. There is an important question implicit in this potentially valuable activity. What sorts of assessment are likely to be most beneficial in precluding reading pitfalls and enhancing reading success? In this paper, the emphasis is directed towards assessment of those aspects of reading that have been identified by research as critical to reading development. (Contains 1 table and 1 figure.)

Examines the instructional beliefs and practices in reading of second and third grade teachers in selected schools in the United States and Australia. Compares the results to those of an earlier study. Finds that changes have occurred in both countries regarding the types of questions posed during reading instruction and the amount of praise used. (PRA)

Discusses a study of the relationship of Australian elementary school students' word reading strategies to comprehension level, reading time, and phonemic awareness. Reports that performance in reading both irregular and nonsense words is a reasonably good predictor of subsequent performance. Recommends remedial training for students lacking decoding skills and adequate sight word vocabularies. (SG)

Presents five experiments examining the use of illustrations in the comprehension of technical material by students of good to very good reading ability. Concludes that technical content which lends itself to presentation as an illustration will be comprehended better as an illustration than as text and will be comprehended best of all if presented in both forms. (SR)

This paper investigates the literature pertaining to the professional reading habits of teachers. Particular attention is given to those teachers working with students with special education needs. The value of professional reading is considered along with the quantity of professional reading of teachers from Australia and overseas, the types of professional reading undertaken, and the factors that influence the degree and type of professional reading. The literature suggests that teachers engage in relatively little professional reading, especially when compared to the reading habits of other professionals. Further, the reading that is undertaken is principally from periodicals that are largely pragmatic in nature. Issues arising from these findings are explored, current barriers to the promotion of professional reading are identified, and research-based recommendations aimed at changing low levels of professional readership are suggested.

Describes a one-year research project in a Western Australia primary school in a low socioeconomic area, which has a Khmer-English bilingual program to develop and extend children's English and Khmer language and literacy. Discusses findings concerning the children's written progress in both languages, and children's perceptions of their identity and languages. Discusses benefits of the program for the Khmer speakers. (SR)

Compares the reading and comprehension ages of children who were in Reading Recovery at age 6 to those in a comparison group as they enter their fifth and sixth years in school. Reports that the ex-Reading Recovery children were 12 and 13 months superior in terms of reading and comprehension ages, respectively. (CMK)

Examines issues associated with boys and literacy based on Australian research documenting gender differences in literacy performance. Argues that literacy, as it is constructed in school, becomes a domain of knowledge and a set of technologies that run counter to various dominant constructions of masculinity. A corrective approach is offered that works with the social constructions of masculinity. (GR)

Presents reports from Africa, Australia, and Malaysia that reflect this journal's interest in informing its readers of current international literacy research that does not otherwise appear in featured articles. Hopes that these and subsequent reports will lead to broader understandings of global literacy issues and to future international research collaborations. (SG)