More recent research however underlines the affective dimension of reading competence as well.
A strand of practices necessary for reading competence is vocabulary instruction; however, teachers spend less time teaching vocabulary as opposed to other literacy skills.
Resting-state measures have been correlated with individual performance variability in several cognitive domains, such as working memory [ 35], executive control [ 36], reading competence [ 37], and face perception [ 38].
Certain pedagogical implications are subsequently suggested to improve students' digital reading competence.
In sum, the findings suggest that even at early stages of learning to read, intrinsic reading motivation contributes to students' development of reading competence.
While all strategy-oriented programs proved to enhance reading competence, understanding of reading strategies and competence for application of reading strategies, gains in self-efficacy did not differ from the control condition.
Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts.
Finding ways to engage children in reading and to foster their reading attitude is important because it may improve their reading competence to the extent that it has the potential to compensate for disadvantages in other areas.
The present study aims to examine whether there are individual differences in pre-service teachers' reading attitudes (n = 253) at the time of enrollment in teacher education in Belgium, and whether these differences explain differences in reading behavior and perceived reading competence.
Executive functions are good predictors of math and reading competence throughout the school years [ 11, 12].
