NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 26 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
O'Connor, Megan; Geva, Esther; Koh, Poh Wee – Journal of Learning Disabilities, 2019
This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants…
Descriptors: English Language Learners, Semantics, Listening Comprehension, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Donegan, Rachel E. – Reading & Writing Quarterly, 2019
This study examined and quantified the maintenance of reading comprehension effects from a 4th-grade intervention for students with reading difficulties across the summer into the fall of 5th grade. We randomly assigned 4th-grade students with reading comprehension difficulties to a multicomponent reading intervention (Passport) or to typical…
Descriptors: Retention (Psychology), Outcomes of Education, Elementary School Students, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Ma, Shufeng; Zhang, Jie; Anderson, Richard C.; Morris, Joshua; Nguyen-Jahiel, Kim Thi; Miller, Brian; Jadallah, May; Sun, Jingjing; Lin, Tzu-Jung; Scott, Theresa; Hsu, Yu-Li; Zhang, Xin; Latawiec, Beata; Grabow, Kay – Discourse Processes: A multidisciplinary journal, 2017
Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big…
Descriptors: Grade 5, Elementary School Students, Low Income Groups, African American Students
Peer reviewed Peer reviewed
Direct linkDirect link
Graves, Michael F.; Ringstaff, Cathy; Li, Linlin; Flynn, Kylie – Reading Psychology, 2018
This study examined the effects of three trials of a one-semester program designed to teach word learning strategies. Together, the three trials included 320 fourth- and fifth-grade students from diverse backgrounds. Trial 1 showed that the program significantly increased students? scores on an experimenter-designed test. Trial 2 again showed that…
Descriptors: Elementary School Students, Learning Strategies, Vocabulary, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette – Exceptional Children, 2016
Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…
Descriptors: Grade 4, Grade 5, Elementary School Teachers, Reading Strategies
Peer reviewed Peer reviewed
Direct linkDirect link
Long, Deanna; Szabo, Susan – Cogent Education, 2016
This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…
Descriptors: Reading Motivation, Reading Comprehension, Student Attitudes, Electronic Learning
Frankel, Susan L.; Olshansky, Beth; Yang, Jiaxiu – Grantee Submission, 2015
The purpose of this study was to investigate the impact of two innovative, art-and-literature-based approaches to teaching writing (Picturing Writing: Fostering Literacy Through Art and Image-Making Within The Writing Process) on elementary school students' writing, visual literacy, and reading skills. RMC Research Corporation of Portsmouth, New…
Descriptors: Art Activities, Writing Instruction, Literature, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Kieffer, Michael J.; Petscher, Yaacov; Proctor, C. Patrick; Silverman, Rebecca D. – Scientific Studies of Reading, 2016
Language comprehension is crucial to reading. However, theoretical models and recent research raise questions about what constitutes this multifaceted domain. We present two related studies examining the dimensionality of language comprehension and relations to reading comprehension in the upper elementary grades. Studies 1 (Grade 6; N = 148) and…
Descriptors: Elementary School Students, Language Skills, Reading Comprehension, Grade 6
Long, Deanna – ProQuest LLC, 2014
The purpose of this study was to determine if the use of E-readers during guided reading instruction would affect students' reading motivation, attitude toward reading, and reading comprehension. The study utilized on a quasi-experimental mixed methods research design that involved 35 fifth grade students in two fifth grade reading classes. For 10…
Descriptors: Reading Motivation, Electronic Publishing, Educational Technology, Reading Attitudes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Deussen, Theresa; Autio, Elizabeth; Roccograndi, Angela; Hanita, Makoto – Society for Research on Educational Effectiveness, 2014
With the increased population of English learners (ELs), educators need programs that help students access academic content while learning to understand, speak, read, and write English (Tharp, Estrada, Dalteen, & Yamaguchi 2000; Echevarria, Short & Powers, 2006). ELs come into U.S. schools needing to learn the same grade-level content as…
Descriptors: English Language Learners, Teaching Methods, Second Language Learning, Student Needs
Peer reviewed Peer reviewed
Direct linkDirect link
Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L. – Journal of Learning Disabilities, 2015
The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…
Descriptors: Prediction, Reading Difficulties, Reading Skills, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Crosson, Amy C.; Lesaux, Nonie K. – Journal of Research in Reading, 2013
Connectives (e.g., although, meanwhile) carry abstract meanings and often signal key relationships between text ideas. This study explored whether understanding of connectives represents a unique domain of vocabulary knowledge that provides special leverage for reading comprehension, and whether the contribution of knowledge of connectives to…
Descriptors: Form Classes (Languages), Reading Comprehension, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Hanselman, Paul; Borman, Geoffrey D. – Educational Evaluation and Policy Analysis, 2013
We evaluate the impact of Success for All literacy instruction in grades 3 through 5 using data from the same cluster randomized trial used to evaluate effects in the earlier grades (K-2). In contrast to the early benefits, there is no effect on reading achievement in the later grades, either overall or for students and schools with high or low…
Descriptors: Reading Achievement, Program Effectiveness, Literacy Education, Reading Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Mokhtari, Kouider; Niederhauser, Dale S. – International Electronic Journal of Elementary Education, 2013
In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…
Descriptors: Elementary School Students, Grade 5, Reading Comprehension, Vocabulary Development
Previous Page | Next Page »
Pages: 1  |  2