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Showing 1 to 15 of 19 results Save | Export
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McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L. – American Educational Research Journal, 2018
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…
Descriptors: Vocabulary Development, Reading Comprehension, Intervention, Middle School Students
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Vaughn, Sharon; Martinez, Leticia R.; Wanzek, Jeanne; Roberts, Greg; Swanson, Elizabeth; Fall, Anna-Mária – Journal of Educational Psychology, 2017
Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…
Descriptors: Course Content, Social Studies, Grade 8, Middle School Teachers
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Solís, Michael; Scammacca, Nancy; Barth, Amy E.; Roberts, Garrett J. – Learning Disabilities: A Contemporary Journal, 2017
This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…
Descriptors: Teaching Methods, Reading Instruction, Vocabulary Development, Grade 4
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Schimmel, Naomi; Ness, Molly – Reading Psychology, 2017
This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…
Descriptors: Oral Reading, Silent Reading, Reading Comprehension, Elementary School Students
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Verlaan, Wolfram; Pearce, Daniel L.; Zeng, Guang – Literacy Research and Instruction, 2017
This study investigated the relationship between listening comprehension and reading comprehension to determine if environmental factors might be contributing to a possible change in the equalization age for these two comprehension modalities from what was theorized by Thomas Sticht. The study employed a counterbalanced design to measure the…
Descriptors: Correlation, Listening Comprehension, Reading Comprehension, Grade 4
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Vaughn, Sharon; Solís, Michael; Miciak, Jeremy; Taylor, W. Pat; Fletcher, Jack M. – Journal of Research on Educational Effectiveness, 2016
This study examined the effectiveness of a researcher-provided intervention with fourth graders with significant reading difficulties. The intervention emphasized multisyllable word reading, fluent reading of high-frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth-grade students were screened…
Descriptors: Comparative Analysis, Reading Difficulties, Intervention, Outcomes of Treatment
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Miciak, Jeremy; Taylor, W. Pat; Stuebing, Karla K.; Fletcher, Jack M.; Vaughn, Sharon – Journal of Research on Educational Effectiveness, 2016
An appropriate estimate of statistical power is critical for the design of intervention studies. Although the inclusion of a pretest covariate in the test of the primary outcome can increase statistical power, samples selected on the basis of pretest performance may demonstrate range restriction on the selection measure and other correlated…
Descriptors: Educational Research, Research Design, Intervention, Statistical Analysis
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Vaughn, Sharon; Roberts, Greg; Wexler, Jade; Vaughn, Michael G.; Fall, Anna-Mária; Schnakenberg, Jennifer B. – Journal of Learning Disabilities, 2015
A 2-year, randomized control trial with 9th to 10th grade students with significant reading problems was provided for 50 minutes a day in small groups. Comparison students were provided an elective class and treatment students the reading intervention. Students were identified as demonstrating reading difficulties through failure on their state…
Descriptors: High School Students, Reading Comprehension, Reading Difficulties, Reading Programs
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Crossley, Scott A.; Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Journal of Educational Data Mining, 2016
This study investigates a novel approach to automatically assessing essay quality that combines natural language processing approaches that assess text features with approaches that assess individual differences in writers such as demographic information, standardized test scores, and survey results. The results demonstrate that combining text…
Descriptors: Essays, Scoring, Writing Evaluation, Natural Language Processing
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Crossley, Scott A.; Yang, Hae Sung; McNamara, Danielle S. – Reading in a Foreign Language, 2014
This study uses a moving windows self-paced reading task to assess both text comprehension and processing time of authentic texts and these same texts simplified to beginning and intermediate levels. Forty-eight second language learners each read 9 texts (3 different authentic, beginning, and intermediate level texts). Repeated measures ANOVAs…
Descriptors: Reading Comprehension, Reading Processes, Second Language Instruction, Difficulty Level
Sell, John B. – ProQuest LLC, 2013
Faced with meeting the requirements of the No Child Left Behind Act of 2001, schools are under pressure to have 100% of their students meet national standards in reading by 2014. For the 2010-2011 and 2011-2012 school years, Sussex Technical High School (STHS) in Georgetown, Delaware chose to adopt Read Right, a reading comprehension improvement…
Descriptors: Reading Programs, Reading Comprehension, Program Effectiveness, Program Length
Walton, James P. – ProQuest LLC, 2013
The American public school curriculum has narrowed as a result of the No Child Left Behind Act of 2001. Music is being eliminated in public schools so more time and resources can be spent on "tested" subjects like reading and math. However, research has shown that both the intrinsic and extrinsic values of music may improve reading…
Descriptors: Early Childhood Education, Elementary School Students, Grade 1, Music Education
Carlson, Sarah E.; van den Broek, Paul; McMaster, Kristen; Rapp, David N.; Bohn-Gettler, Catherine M.; Kendeou, Panayiota; White, Mary Jane – International Journal of Disability, Development and Education, 2014
The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n = 74) with different levels of comprehension skill read narrative texts aloud and were asked…
Descriptors: Reading Comprehension, Inferences, Questioning Techniques, Elementary School Students
Curry, Steven James – ProQuest LLC, 2012
This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second…
Descriptors: Statistical Analysis, Correlation, Mathematics Instruction, Multiplication
Bland, Adrienne Lynn – ProQuest LLC, 2012
The Instant Word Notebook study was a program evaluation completed by two educators who saw a need for an instructional tool to teach and assess Instant Words. In order to address reading deficits of students in first and second grades, teachers were expected to teach Instant Words. Unfortunately, teachers did not have a systematic process to…
Descriptors: Program Evaluation, Elementary School Students, Word Recognition, Reading Instruction
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