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Spanoudis, George C.; Papadopoulos, Timothy C.; Spyrou, Spyroula – Journal of Learning Disabilities, 2019
Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a…
Descriptors: Language Impairments, Reading Difficulties, Comorbidity, Foreign Countries
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Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
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Moore, Tara C.; Alpers, Andrew J.; Rhyne, Rachael; Coleman, Mari Beth; Gordon, Jason R.; Daniels, Stephanie; Skinner, Christopher H.; Park, Yujeong – Journal of Positive Behavior Interventions, 2019
Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive…
Descriptors: Prompting, Intervention, Verbal Communication, Visual Stimuli
Wright, Tanya S. – American Educator, 2019
Interactive read-alouds, where adults read text to children and facilitate discussion of the text, are an incredibly effective method for supporting children's literacy learning. In this article, Tanya Wright, an associate professor in the Department of Teacher Education at Michigan State University, describes some of the knowledge and skills that…
Descriptors: Reading Aloud to Others, Literacy, Reading Skills, Early Childhood Education
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Buttaro, Anthony, Jr.; Catsambis, Sophia – Teachers College Record, 2019
Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…
Descriptors: Ability Grouping, Equal Education, Reading Instruction, Primary Education
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van der Kleij, Sanne W.; Groen, Margriet A.; Segers, Eliane; Verhoeven, Ludo – Scientific Studies of Reading, 2019
This study investigated in a longitudinal design how 74 Dutch children with dyslexia and 39 typically developing peers differed in sequential versus spatial implicit learning and overnight consolidation, and it examined whether implicit learning related to (pseudo)word reading development in Grades 5 and 6. The results showed that sequential, but…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Reading Instruction
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Levesque, Kyle C.; Kieffer, Michael J.; Deacon, S. Hélène – Reading Research Quarterly, 2019
Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of…
Descriptors: Reading Comprehension, Morphology (Languages), Path Analysis, Grade 3
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McTigue, Erin M.; Uppstad, Per Henning – Reading Teacher, 2019
Computer games and computer-assisted instruction have become prevalent in reading classrooms. However, research-based guidance for teacher use of such resources has not progressed at the same rate. In lieu of research, myths circulate about the utility of these resources, particularly when students use computer games independently. The authors…
Descriptors: Teaching Methods, Pedagogical Content Knowledge, Computer Games, Computer Assisted Instruction
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Begeny, John C. – School Psychology International, 2019
Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This…
Descriptors: Reading Instruction, Teaching Methods, Foreign Countries, Grade 3
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Grapin, Sally L.; Waldron, Nancy; Joyce-Beaulieu, Diana – Psychology in the Schools, 2019
Because several studies have investigated student outcomes in schools implementing Response to Intervention (RtI), relatively little research has investigated the impact of implementation on students' long-term achievement outcomes (i.e., several years after exposure). The purpose of this study was to describe one elementary school's RtI…
Descriptors: Reading Achievement, Response to Intervention, Outcomes of Education, Elementary School Students
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Jaeger, Elizabeth L. – Journal of Curriculum Studies, 2019
In the early 1960s, researchers began to conduct content analyses of core reading programmes/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here…
Descriptors: Content Analysis, Reading Programs, Grade 4, Elementary School Students
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Park, Yujeong; Brownell, Mary T.; Bettini, Elizabeth F.; Benedict, Amber E. – Exceptionality, 2019
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers' classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify…
Descriptors: Instructional Effectiveness, Teaching Methods, Reading Instruction, Elementary School Students
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Paul, Johanna; Stadtler, Marc; Bromme, Rainer – Discourse Processes: A Multidisciplinary Journal, 2019
Due to the increasing educational use of the Internet, children in elementary school need to critically evaluate source information to judge the trustworthiness of information. Studies with adult readers show that sourcing prompts and mutually exclusive claims in reading materials promote the use of source information. However, little is known…
Descriptors: Reading Materials, Elementary School Students, Grade 4, Foreign Countries
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Kelley, Michelle J.; Wenzel, Taylar – SRATE Journal, 2019
This article describes the collaborative journey of two elementary education instructors at a large metropolitan university in the Southeast Region of the United States as they transformed and developed an innovative, engaging, and meaningful assignment utilizing adult avatars in TeachLivE™ to simulate parent-teacher reading conferences. The…
Descriptors: Teaching Methods, Reading Instruction, Preservice Teachers, Elementary Education
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Nevenglosky, Erica A.; Cale, Chris; Aguilar, Sunddip Panesar – Research in Higher Education Journal, 2019
An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns…
Descriptors: Barriers, Curriculum Implementation, Phonics, Case Studies
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