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Banerjee, Neena – Education and Urban Society, 2019
This article investigates the relationship between student-teacher ethno-racial matching and students' placement in reading ability groups in kindergarten and first grades in the United States. Multilevel regression analysis of a nationally representative sample of students shows that Latino/a first graders are more likely to be placed in higher…
Descriptors: Teacher Student Relationship, Reading Instruction, Ethnic Groups, School Districts
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Briceño, Allison; Klein, Adria F. – Reading Psychology, 2018
The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we…
Descriptors: Grade 1, Elementary School Students, English (Second Language), Second Language Learning
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Cavazos, Linda; Linan-Thompson, Sylvia; Ortiz, Alba – Teacher Education and Special Education, 2018
This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of…
Descriptors: Mixed Methods Research, Faculty Development, English Language Learners, Pedagogical Content Knowledge
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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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Cohen, Rebecca A.; Mather, Nancy; Schneider, Deborah A.; White, Jennifer M. – Reading and Writing: An Interdisciplinary Journal, 2017
One-hundred-fourteen kindergarten through third-grade teachers from seven different schools were surveyed using "The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students." The purpose was to compare their definitions and application knowledge of language structure, phonics, and…
Descriptors: Kindergarten, Grade 1, Grade 2, Grade 3
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Folsom, Jessica Sidler; Smith, Kevin G.; Burk, Kymyona; Oakley, Nathan – Regional Educational Laboratory Southeast, 2017
Substantial research points to the importance of developing strong early literacy skills. However, according to the National Assessment of Educational Progress, between 2007 and 2013, no more than 55 percent of Mississippi grade 4 students were reading at or above the proficiency level that demonstrates solid academic performance for the grade…
Descriptors: Primary Education, Kindergarten, Grade 1, Grade 2
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Kletzien, Sharon B.; Dreher, Mariam Jean – Reading Psychology, 2017
Teachers can use expository texts to teach academic vocabulary, content knowledge, text structure, and text features. National associations' recommended book lists are often used to identify books for classrooms. Previously we identified expository texts on these lists from 2001-2002 and 2011-2012. The current study explored instructional…
Descriptors: Reading Lists, Books, Kindergarten, Grade 1
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Pratt, Sharon M.; Martin, Anita M. – Reading Horizons, 2017
This case study explored professional development centered on explicit teaching strategies with in-service first-grade teachers as they engaged beginning readers to consider stronger self-awareness of their thinking processes as they read. In this paper, we report on how teacher beliefs shifted regarding the impact of explicit versus implicit…
Descriptors: Case Studies, Faculty Development, Teaching Methods, Grade 1
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Bastug, Muhammet – Education 3-13, 2016
The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through…
Descriptors: Teacher Attitudes, Reading Instruction, Writing Instruction, Phenomenology
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D'Agostino, Jerome V.; Rodgers, Emily; Harmey, Sinéad; Brownfield, Katherine – Journal of Early Childhood Literacy, 2016
There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal…
Descriptors: Handheld Devices, Computer Oriented Programs, Information Technology, Technical Education
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Olaussen, Bodil Stokke – Universal Journal of Educational Research, 2016
Understanding that classroom discourse is important for reading comprehension and critical thinking is emerging. The aim of the present study was to analyze what teachers say and do, to promote discussion at a teacher-led station in the Early Years Literacy Program (EYLP). The EYLP is a program for reading instruction, organized at different…
Descriptors: Classroom Communication, Discussion (Teaching Technique), Early Childhood Education, Literacy Education
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Patrick, Susan Kemper – AERA Online Paper Repository, 2016
Ability grouping is a common educational practice utilized by elementary teachers during reading instruction. This study examines whether ability grouping operates as a form of educational stratification by examining the following research question: To what extent do student literacy skills, background characteristics, and prior group placement…
Descriptors: Ability Grouping, Student Placement, Elementary School Teachers, Reading Instruction
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Ramrathan, Labby; Mzimela, Jabu – South African Journal of Childhood Education, 2016
The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently…
Descriptors: Reading Instruction, Grade 1, Literacy, Case Studies
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Giles, Rebecca M.; Tunks, Karyn – Early Childhood Education Journal, 2015
Teachers' assumptions about teaching and learning have a critical impact on pedagogical practices. This study was conducted to investigate the perceptions of early childhood educators regarding children's acquisition of literacy in an attempt to gain a picture of current instructional practices. Prekindergarten through second grade teachers…
Descriptors: Preschool Teachers, Teacher Attitudes, Reading Instruction, Early Childhood Education
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Nelson, Kristin L.; Dole, Janice A.; Hosp, John L.; Hosp, Michelle K. – Reading Psychology, 2015
The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5%…
Descriptors: Reading Instruction, Vocabulary Development, Elementary School Teachers, Primary Education
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