Journal of Educational Psychology

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This randomized controlled trial examined the effectiveness of the UiT-ReadWell program, a reading and language intervention for children aged 7-9 (second and third grades) identified as at risk for reading disorders through national reading assessments.The intervention aimed to improve reading comprehension by targeting both language comprehension and decoding (word reading) skills.A total of 41…

Strong claims have been made about the importance of representation in children’s literature, suggesting that seeing characters who share similar cultural, ethnic, or racial backgrounds can enhance children’s self-concept, engagement, and enjoyment of reading. However, much of the existing evidence is anecdotal, with limited empirical studies directly examining the effects of diverse storybooks o…

Despite increasing evidence of the impact of emotional-motivational (EM) factors on word problem-solving performance, most research has primarily examined the effectiveness of intensive cognitive-based interventions to enhance this skill. This study aimed to compare the effects of two novel, nonintensive word problem-solving interventions on typically developing third to fifth graders. The first …