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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
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Barber, Ana Taboada; Gallagher, Melissa; Smith, Peet; Buehl, Michelle M.; Beck, Jori S. – Literacy Research and Instruction, 2016
Recent research has emphasized the key role of engagement in helping students succeed in school and beyond. Given the academic struggles that many English learners (ELs) face as they transition to middle school, exploring the facets of engagement in middle school ELs is needed. We established reader profiles for eight sixth grade Hispanic ELs and…
Descriptors: English Language Learners, English (Second Language), Spanish Speaking, Cognitive Processes
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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
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McElhone, D. – Journal of Classroom Interaction, 2013
This article explores the practice of one accomplished teacher who uses follow-up probes to press her fourth- and fifth-grade students to clarify and articulate their ideas more fully. Qualitative analysis of field notes, teacher and student interviews, and video recordings of instruction, and discourse analysis of reading conferences revealed…
Descriptors: Mixed Methods Research, Academic Discourse, Elementary School Students, Interviews
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Ryder, Randall J.; Burton, Jennifer Lyn; Silberg, Anna – Journal of Educational Research, 2006
In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers…
Descriptors: Longitudinal Studies, Teaching Methods, Instructional Effectiveness, Reading Achievement