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Washington, Julie A.; Branum-Martin, Lee; Lee-James, Ryan; Sun, Congying – Reading & Writing Quarterly, 2019
This investigation examined the gender gap in language and reading skills in a sample of low-income African American boys compared to African American girls from the same neighborhoods and schools. Using a longitudinal, accelerated cohort design, we used individual growth curve models to evaluate the reading and language performance of 1st through…
Descriptors: Low Income Students, African American Students, Males, Grade 1
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Fisher, Anthony; Carlyon, Tracey; Peter, Mira – Teacher Development, 2017
Literacy skills acquired during the first years of schooling have been recognised as the key to students' learning success. However, despite the continuing efforts by the New Zealand government and teachers there is still a large proportion of students who struggle to become literate. To address this issue the Ministry of Education funded selected…
Descriptors: Intervention, Reading Ability, Foreign Countries, Kindergarten
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D'Agostino, Jerome V.; Lose, Mary K.; Kelly, Robert H. – Journal of Education for Students Placed at Risk, 2017
Though the immediate effect of Reading Recovery (RR) is both strong and well established, the longer term or sustained effect has been less studied and the evidence regarding it has been less conclusive. Michigan Reading Recovery students (n = 328) were compared to control students (n = 264) while in first (2009-2010), third (2011), and fourth…
Descriptors: Reading Programs, Reading Instruction, Control Groups, Experimental Groups
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Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
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Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Christopher – Child Development, 2017
This study explores the co-development of two related but separate reading skills, reading fluency and reading comprehension, across Grades 1-4. A bivariate biometric dual change score model was applied to longitudinal data collected from 1,784 twin pairs between the ages of 6 and 10 years. Grade 1 skills were influenced by highly overlapping…
Descriptors: Reading Skills, Reading Instruction, Reading Fluency, Reading Comprehension
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Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah – Reading Teacher, 2015
The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…
Descriptors: Reading Instruction, Literacy Education, Teaching Methods, Elementary Education
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Harn, Beth; Basaraba, Deni; Chard, David; Fritz, Ronda – Learning Disabilities: A Contemporary Journal, 2015
Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…
Descriptors: Behavior Modification, Positive Behavior Supports, Intervention, Response to Intervention
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Shannon, Lisa Cassidy; Styers, Mary Koenig; Wilkerson, Stephanie Baird; Peery, Elizabeth – Computers in the Schools, 2015
This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344…
Descriptors: Computer Assisted Instruction, Reading Instruction, Elementary School Students, Instructional Effectiveness
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What Works Clearinghouse, 2015
"Houghton Mifflin Reading"© is a reading program designed for grades K-6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The product is designed to be used as a full-year curriculum program with instruction on developing…
Descriptors: Beginning Reading, Reading Programs, Reading Instruction, Program Effectiveness
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Milman, Natalie B.; Carlson-Bancroft, Angela; Vanden Boogart, Amy – Computers in the Schools, 2014
This mixed methods case study examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, preK-4th grade elementary school in the United States. This article focuses on how teachers used iPads to differentiate instruction and across multiple content areas. Findings show the processes by which teachers employed…
Descriptors: Handheld Devices, Telecommunications, Individualized Instruction, Teaching Methods
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Laverick, DeAnna M. – Reading Improvement, 2014
The purpose of this research was to determine if reading specialist candidates improve the reading proficiency of their students through the use of digital, technology-based teaching techniques and materials. The candidates were certified teachers who provided individualized and small-group instruction to K-6 children while the candidates were…
Descriptors: Reading Instruction, Teaching Methods, Educational Technology, Technology Uses in Education
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Gaffner, Jacqueline; Johnson, Kary; Torres-Elias, Annette; Dryden, Lisa – Texas Journal of Literacy Education, 2014
The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through…
Descriptors: Reading Instruction, Small Group Instruction, Individualized Instruction, College School Cooperation
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Papola-Ellis, Aimee – Journal of Language and Literacy Education, 2014
Educational policies and initiatives significantly influence instruction in classrooms across the nation. This article presents data from a larger critical ethnographic study in an urban school in the United States during the school's first year implementing the Common Core State Standards. In this article, the author shares data from three…
Descriptors: State Standards, Academic Standards, Ethnography, Urban Schools
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Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J. – Educational Psychology Review, 2014
This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…
Descriptors: Reading Instruction, Teaching Methods, Intervention, Reading Comprehension
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Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
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