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Lane, Holly B.; Gutlohn, Linda; van Dijk, Wilhelmina – Literacy Research and Instruction, 2019
Knowledge of morphemes, the smallest meaningful units within words, contributes to word reading skills, vocabulary, and text comprehension. However, selecting which morphemes to teach can present a challenge for teachers. To date, researchers have not systematically analyzed morphemes in English words to determine which ones are most useful for…
Descriptors: Morphemes, Academic Language, Computational Linguistics, Teaching Methods
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Pullen, Paige Cullen; Lane, Holly B. – Learning Disabilities: A Multidisciplinary Journal, 2016
Manipulative objects have long been an essential tool in the development of mathematics knowledge and skills. A growing body of evidence suggests using manipulative letters for decoding practice is an also an effective method for teaching reading, particularly in improving the phonological and decoding skills of students at risk for reading…
Descriptors: Manipulative Materials, Learning Disabilities, Decoding (Reading), Reading Fluency
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Pullen, Paige C.; Lane, Holly B. – Exceptionality, 2014
We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three…
Descriptors: Decoding (Reading), Reading Instruction, Word Recognition, Grade 1
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Lane, Holly B.; Zavada, Shannon D. W. – Reading Teacher, 2013
Canine-assisted reading programs show promise as an innovative method for engaging reluctant readers and motivating them to practice. In such programs, specially trained dogs visit classrooms and libraries, and children read to them. Children who struggle with reading may be motivated to read more because they find dogs to be calming and…
Descriptors: Reading Programs, Animals, Teaching Methods, Student Motivation
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Lane, Holly B.; Allen, Stephanie Arriaza – Reading Teacher, 2010
Vocabulary knowledge is a critical contributor to reading, especially reading comprehension. A word-rich classroom environment maximizes students' opportunities to learn new words. The teacher's use of language provides an important model for children's vocabulary development. By modeling the use of sophisticated words, teachers can promote…
Descriptors: Language Usage, Reading Comprehension, Vocabulary Development, Classroom Environment
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Wilkerson, Kimber L.; Gagnon, Joseph Calvin; Mason-Williams, Loretta; Lane, Holly B. – Preventing School Failure, 2012
This study was designed to obtain (a) a national picture of the characteristics of special educators who provide reading or English instruction in juvenile corrections facilities and (b) characteristics of the schools in which they work and the students who they serve. In addition, the study was designed to gather information on teacher use of…
Descriptors: Educational Strategies, Incidence, Special Education Teachers, English Teachers
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Hudson, Roxanne F.; Torgesen, Joseph K.; Lane, Holly B.; Turner, Stephen J. – Reading and Writing: An Interdisciplinary Journal, 2012
Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…
Descriptors: Reading Comprehension, Reading Fluency, Early Reading, Phonemics
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Hudson, Roxanne F.; Isakson, Carole; Richman, Taylor; Lane, Holly B.; Arriaza-Allen, Stephanie – Learning Disabilities Research & Practice, 2011
In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second-grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20-28 min long, took place 2-4 days per week, and consisted of phonemic…
Descriptors: Reading Comprehension, Reading Difficulties, Intervention, Reading Fluency
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Lane, Holly B.; Hudson, Roxanne F.; McCray, Erica D.; Tragash, Jennifer R.; Zeig, Jacqueline L. – Mentoring & Tutoring: Partnership in Learning, 2011
The America Reads Challenge offers colleges and universities an opportunity to make a contribution to the community while enhancing the education of their students, employing tutoring as a service learning experience. At the same time, their efforts will help the institution develop and sustain community partnerships. This paper reports an…
Descriptors: Higher Education, College Students, Tutors, Tutoring
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Lane, Holly B.; Wright, Tyran L. – Reading Teacher, 2007
Reading aloud makes important contributions to young children's literacy development, but some methods of reading aloud are much more beneficial than others. Researchers have investigated ways to make read-aloud sessions more meaningful for children, and several methods have emerged as particularly effective. This article examines the role of…
Descriptors: Emergent Literacy, Reading Aloud to Others, Reading Material Selection, Instructional Effectiveness
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Hudson, Roxanne F.; Pullen, Paige C.; Lane, Holly B.; Torgesen, Joseph K. – Reading & Writing Quarterly, 2009
Reading fluency is commonly defined as reading accurately at a quick rate with appropriate prosody--a simple sounding definition. In fact, this definition hides complex processes and skills needed to produce the seemingly effortless performance of a fluent reader. Using both theory and empirical research, the presence and role of underlying…
Descriptors: Reading Fluency, Reading Rate, Sight Vocabulary, Cognitive Structures
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Lane, Holly B.; Pullen, Paige C.; Hudson, Roxanne F.; Konold, Timothy R. – Literacy Research and Instruction, 2009
This study examined the components of a one-on-one literacy tutoring model to identify the necessary and sufficient elements for helping struggling beginning readers. The tutoring components of interest included word work using manipulative letters, written word work, and a generalization component. Reading assessment data from 100 first-grade…
Descriptors: Control Groups, Sight Vocabulary, Phonological Awareness, Data Analysis
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Oakland, Thomas; Lane, Holly B. – International Journal of Testing, 2004
Issues pertaining to language and reading while developing and adapting tests are examined. Strengths and limitations associated with the use of readability formulas are discussed. Their use should be confined to paragraphs and longer passages, not items. Readability methods that consider both quantitative and qualitative variables and are…
Descriptors: Test Content, Readability, Readability Formulas, Test Construction
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Hudson, Roxanne F.; Lane, Holly B.; Mercer, Cecil D. – Reading and Writing: An Interdisciplinary Journal, 2005
This study addressed two questions related to the writing of second graders ("n"=195). The first examined the effects of writing prompts on the compositional fluency of second-grade students. The second considered whether these effects are different based on spelling achievement and handwriting fluency. Students wrote six narratives in response to…
Descriptors: Cues, Grade 2, Spelling, Handwriting
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Hudson, Roxanne F.; Lane, Holly B.; Pullen, Paige C. – Reading Teacher, 2005
This article explains the elements of reading fluency and ways to assess and teach them. Fluent reading has three elements: accurate reading of connected text, at a conversational rate with appropriate prosody. Word reading accuracy refers to the ability to recognize or decode words correctly. Reading rate refers to both word-level automaticity…
Descriptors: Reading Fluency, Beginning Reading, Student Evaluation, Evaluation Methods
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