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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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Kent, Shawn C.; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading & Writing Quarterly, 2017
The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…
Descriptors: Reading Difficulties, Grade 4, Elementary School Students, Reading Instruction
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What Works Clearinghouse, 2010
"Cooperative Integrated Reading and Composition"[R] is a reading and writing program for students in grades 2 through 6. It has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. Daily lessons provide students with an opportunity to practice comprehension…
Descriptors: Writing Instruction, Reading Instruction, Reading Comprehension, Direct Instruction
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What Works Clearinghouse, 2013
The study reviewed in this paper examined the effects of the instructional practice “Promoting Acceleration of Comprehension and Content Through Text” (“PACT”), an approach that aims to improve social studies content knowledge and reading comprehension. This study took place in two middle schools in a near-urban district in Texas. Study authors…
Descriptors: Reading Comprehension, Social Studies, Middle School Students, Program Effectiveness
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Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J. – Journal of Educational Psychology, 2014
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different…
Descriptors: Grade 3, Vocabulary, Reading Comprehension, Classroom Environment
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Kent, Shawn C.; Wanzek, Jeanne; Martinez, Leticia – Remedial and Special Education, 2018
Material encountered in social studies has been shown to be challenging for students with reading difficulties, including those with disabilities. This study first examined the amount of time eighth-grade U.S. History teachers implemented empirically supported instructional practices. Second, this research investigated the association between…
Descriptors: Middle School Teachers, Middle School Students, Evidence Based Practice, Educational Practices
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What Works Clearinghouse, 2012
"Reading Edge" is a middle school literacy program that emphasizes cooperative learning, goal setting, feedback, classroom management techniques, and the use of metacognitive strategy, whereby students assess their own skills and learn to apply new ones. The program is a component of the "Success for All"[superscript 2]…
Descriptors: Reading Programs, Reading Instruction, Cooperative Learning, Feedback (Response)
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Boardman, Alison G.; Buckley, Pamela; Vaughn, Sharon; Roberts, Gregory; Scornavacco, Karla; Klingner, Janette K. – Journal of Learning Disabilities, 2016
This study examines the interaction between the fidelity of implementation of a set of research-based strategies--Collaborative Strategic Reading (CSR)--and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social…
Descriptors: Reading Strategies, Outcomes of Education, Moderate Intellectual Disability, Fidelity
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Trainin, Guy; Hayden, H. Emily; Wilson, Kathleen; Erickson, Joan – Journal of Research on Educational Effectiveness, 2016
National reports reveal one third of American fourth graders read below basic level on measures of comprehension. One critical component of comprehension is fluency: rapid, accurate, expressive reading with automaticity and prosody. Many fluency studies and classroom interventions focus only on reading rate, but this alone is not sufficient. This…
Descriptors: Vocabulary Development, Elementary School Students, Reading Fluency, Social Studies
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Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette – Exceptional Children, 2016
Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…
Descriptors: Grade 4, Grade 5, Elementary School Teachers, Reading Strategies
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Boardman, Alison; Buckley, Pamela; Maul, Andrew; Vaughn, Sharon – Society for Research on Educational Effectiveness, 2014
Collaborative Strategic Reading (CSR) is a set of research-based strategies designed to improve reading comprehension, enhance students' content area learning, facilitate access to higher-level texts, and to promote student engagement. The present study examines how fidelity of implementation of CSR is associated with reading outcomes for students…
Descriptors: Cooperative Learning, Reading Instruction, Reading Strategies, Learning Strategies
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Deussen, Theresa; Autio, Elizabeth; Roccograndi, Angela; Hanita, Makoto – Society for Research on Educational Effectiveness, 2014
With the increased population of English learners (ELs), educators need programs that help students access academic content while learning to understand, speak, read, and write English (Tharp, Estrada, Dalteen, & Yamaguchi 2000; Echevarria, Short & Powers, 2006). ELs come into U.S. schools needing to learn the same grade-level content as…
Descriptors: English Language Learners, Teaching Methods, Second Language Learning, Student Needs
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Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria – International Electronic Journal of Elementary Education, 2011
The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…
Descriptors: Books, Reading Achievement, Learner Engagement, Low Income Groups
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McCarthy, Kathryn S.; Likens, Aaron D.; Kopp, Kristopher K.; Perret, Cecile A.; Watanabe, Micah; McNamara, Danielle S. – Grantee Submission, 2018
The current study explored relations between non-cognitive traits (Grit, Learning Orientation, Performance Orientation), reading skill, and performance across three experiments conducted in the context of two intelligent tutoring systems, iSTART and Writing Pal. Results showed that learning outcomes (comprehension score, holistic essay score) were…
Descriptors: Persistence, Individual Characteristics, Reading Skills, Performance
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Gámez, Perla B.; Lesaux, Nonie K. – Developmental Psychology, 2015
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…
Descriptors: Language Usage, Grade 6, Middle School Teachers, Middle School Students
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