Publication Date
| In 2015 | 9 |
Descriptor
| Comparative Analysis | 4 |
| Intervention | 4 |
| Teaching Methods | 4 |
| Coding | 3 |
| Control Groups | 3 |
| Elementary School Teachers | 3 |
| Experimental Groups | 3 |
| Pretests Posttests | 3 |
| Reading Comprehension | 3 |
| Reading Strategies | 3 |
| More ▼ | |
Source
| Reading Psychology | 9 |
Author
| Ari, Omer | 1 |
| Barber, Ana Taboada | 1 |
| Beck, Jori | 1 |
| Bowen, Kimberly | 1 |
| Bowers, Erica | 1 |
| Buehl, Michelle M. | 1 |
| Dole, Janice A. | 1 |
| Dynia, Jaclyn M. | 1 |
| Fitzgerald, Jill | 1 |
| Holtzman, Steven | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 9 |
| Reports - Research | 9 |
| Tests/Questionnaires | 2 |
Education Level
| Elementary Education | 6 |
| Early Childhood Education | 3 |
| Secondary Education | 3 |
| Grade 2 | 2 |
| Higher Education | 2 |
| Junior High Schools | 2 |
| Middle Schools | 2 |
| Postsecondary Education | 2 |
| Primary Education | 2 |
| Adult Education | 1 |
| More ▼ | |
Audience
Showing all 9 results
Peer reviewed
Direct linkHuang, SuHua – Reading Psychology, 2015
A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…
Descriptors: Mixed Methods Research, Technology Integration, Instructional Effectiveness, Elementary School Students
Barber, Ana Taboada; Buehl, Michelle M.; Kidd, Julie K.; Sturtevant, Elizabeth G.; Nuland, Leila Richey; Beck, Jori – Reading Psychology, 2015
The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…
Descriptors: Social Studies, Reading Comprehension, Intervention, Self Efficacy
Shore, Jane; Sabatini, John; Lentini, Jennifer; Holtzman, Steven; McNeil, Adjua – Reading Psychology, 2015
Fluency is an essential part of skilled reading that has only recently begun to receive its deserved attention. However, programs that meaningfully engage adult learners in fluency training have not been widely explored in research. In this article, the authors describe an evidence-based adult Guided Repeated Reading program developed for…
Descriptors: Reading Fluency, Adult Education, Adult Literacy, Oral Reading
Unrau, Norman; Ragusa, Gisele; Bowers, Erica – Reading Psychology, 2015
This qualitative study focused on teacher's beliefs about students' motivation for reading and how teachers act on those beliefs in classrooms. After conducting five focus groups of teachers, researchers analyzed and interpreted transcripts to identify major themes. While instructional processes mediated the building of relationships…
Descriptors: Qualitative Research, Teacher Attitudes, Beliefs, Student Motivation
Fitzgerald, Jill; Stenner, A. Jackson; Sanford-Moore, Eleanor E.; Koons, Heather; Bowen, Kimberly; Kim, Kee Hyung – Reading Psychology, 2015
The purpose of the present cross-age study with South Korean students was to investigate the relationship of age and years of English-as-a-foreign-language (EFL) exposure with English-reading ability. The main research question was, "Do individuals' age and number of years of English exposure interact in relation to English-reading…
Descriptors: Age Differences, English (Second Language), Second Language Learning, Correlation
Nelson, Kristin L.; Dole, Janice A.; Hosp, John L.; Hosp, Michelle K. – Reading Psychology, 2015
The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5%…
Descriptors: Reading Instruction, Vocabulary Development, Elementary School Teachers, Primary Education
Kaefer, Tanya; Neuman, Susan B.; Pinkham, Ashley M. – Reading Psychology, 2015
The goal of the current study is to explore the influence of knowledge on socioeconomic discrepancies in word learning and comprehension. After establishing socioeconomic differences in background knowledge (Study 1), the authors presented children with a storybook that incorporates this knowledge (Study 2). Results indicated that middle-income…
Descriptors: Preschool Children, Vocabulary Development, Reading Comprehension, Prior Learning
Dynia, Jaclyn M.; Justice, Laura M. – Reading Psychology, 2015
This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…
Descriptors: Early Childhood Education, Special Education, Diaries, Elementary School Teachers
Ari, Omer – Reading Psychology, 2015
Effects of wide reading and repeated readings were examined on struggling college readers' silent reading rate and reading comprehension relative to a vocabulary study control condition. Randomly assigned to a condition, community college students (N = 30) completed 25-min sessions individually in class three times a week for three weeks.…
Descriptors: Repetition, Reading Skills, Silent Reading, Reading Difficulties
