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Alzahrani, Turkey; Leko, Melinda – Reading & Writing Quarterly, 2018
The purposes of this review were to examine the effects of peer tutoring models on the reading comprehension performance of secondary students with disabilities and to provide evidence of the extent to which peer tutoring can be considered an evidence-based practice (EBP) for improving reading comprehension performance among secondary students…
Descriptors: Peer Teaching, Tutoring, Reading Comprehension, Disabilities
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Green, Kemeche; Shippen, Margaret; Flores, Margaret – Reading & Writing Quarterly, 2018
Over the past 20 years, punitive approaches and policies similar to those of the criminal justice system have become prominent in our schools. These local, state, and federal education and public safety policies serve to remove students from the educational environment and channel them into the criminal justice system. This phenomenon is often…
Descriptors: Writing Skills, Males, Youth, Institutionalized Persons
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Fisher, Douglas; Frey, Nancy – Reading & Writing Quarterly, 2018
Oral language development can help English learners develop academic proficiency with the English language. In this investigation, at one middle school, teachers focused on improving oral language skills. Using a formative experiment process, the teachers developed an intervention to accomplish their pedagogical goal and then tracked data to see…
Descriptors: Oral Language, Language Skills, English Language Learners, Middle School Students
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Haug, Katrina N.; Klein, Perry D. – Reading & Writing Quarterly, 2018
Previous research has shown that speech-to-text (STT) software can support students in producing a given piece of writing. This is the 1st study to investigate the use of STT to teach a writing strategy. We pretested 45 Grade 5 students on argument writing and trained them to use STT. Students participated in 4 lessons on an argument writing…
Descriptors: Assistive Technology, Computer Software, Writing Strategies, Pretests Posttests
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Henderson, Daphne Carr; Rupley, William H.; Nichols, Janet Alys; Nichols, William Dee; Rasinski, Timothy V. – Reading & Writing Quarterly, 2018
Current professional development efforts in writing at the secondary level have not resulted in student improvement on large-scale writing assessments. To maximize funding resources and instructional time, school leaders need a way to determine professional development content for writing teachers that aligns with specific student outcomes. The…
Descriptors: Teacher Attitudes, Faculty Development, Writing Improvement, Writing Teachers
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Taboada Barber, Ana; Buehl, Michelle M.; Beck, Jori S.; Ramirez, Erin M.; Gallagher, Melissa; Richey Nuland, Leila N.; Archer, Casey J. – Reading & Writing Quarterly, 2018
We examined the impact of cognitive and motivation practices within a social studies literacy intervention (United States History for Engaged Reading [USHER]) on Grade 6 English learners' (ELs) and non-ELs' history reading comprehension, cognitive strategy use, reading self-efficacy, and reading engagement. We used a switching replications…
Descriptors: Literacy, Social Studies, Reading Comprehension, Intervention
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Swanson, Elizabeth; Barnes, Marcia; Fall, Anna-Mari; Roberts, Greg – Reading & Writing Quarterly, 2018
The purpose of this study was to investigate the impact of inference making, decoding, memory, and vocabulary on reading comprehension among 7th- through 12th-grade struggling readers with varying levels of inattention and hyperactivity. We categorized a group of 414 struggling readers into 3 groups based on results from factor mixture modeling:…
Descriptors: Reading Comprehension, Reading Skills, Reading Difficulties, Decoding (Reading)
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Beaudrie, Sara M. – Reading & Writing Quarterly, 2018
Researchers have studied academic self-concept and its relationship to academic achievement extensively, but not in the Spanish heritage language context. Using measures of reading, writing, and spelling performance, I investigate the relation between self-concept and performance and whether self-concept can predict performance scores. I obtained…
Descriptors: Self Concept, Spanish, Native Language, Reading Achievement
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Livers, Stefanie D.; Elmore, Patricia – Reading & Writing Quarterly, 2018
Mastery of language is critical to the mastery of content in middle school content area classrooms. In order to comprehend the disciplinary-specific texts that they encounter in their social studies, language arts, science, and mathematics classrooms, students must be literate in the content area vocabulary that is specific to those disciplines.…
Descriptors: Vocabulary, Mathematics Instruction, Middle School Teachers, Mathematics Teachers
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Witmer, Sara; Schmitt, Heather; Clinton, Marianne; Mathes, Nicole – Reading & Writing Quarterly, 2018
Accommodations are often necessary to help students with reading difficulties access instructional materials that facilitate learning across content areas. However, the extent to which students with disabilities use accommodations during instruction is unclear. We surveyed and interviewed special educators and students with reading-related…
Descriptors: Reading Difficulties, Academic Accommodations (Disabilities), Special Education Teachers, Elementary School Students
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Barrot, Jessie S. – Reading & Writing Quarterly, 2018
The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd language (L2) learners' writing performance. The study involved 66 preuniversity intermediate L2 students from 4 different English classes. I randomly…
Descriptors: English (Second Language), Second Language Learning, Writing Achievement, Pretests Posttests
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Bowers, Lisa M.; Schwarz, Ilsa – Reading & Writing Quarterly, 2018
Among the academic challenges faced by students from low-socioeconomic status (SES) homes is the loss of academic skills during the summer months. A total of 22 elementary students from low-SES homes participated in a summer program designed to improve oral and written narrative skills. We gathered oral and written narrative samples at the…
Descriptors: Summer Programs, Low Income Groups, Literacy Education, Reading Programs
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Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Reading & Writing Quarterly, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
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Orkin, Melissa; Pott, Martha; Wolf, Maryanne; May, Sidney; Brand, Elyssa – Reading & Writing Quarterly, 2018
The current pilot study assessed the impact of a motivational intervention on the task-avoidant behaviors, task-engagement behaviors, and skill growth of elementary-age readers attending a remedial summer reading program. We randomly assigned students (ages 7-10) either to an experimental condition (n = 24) that integrated strategies emphasizing…
Descriptors: Reading Skills, Reading Improvement, Reading Motivation, Reading Difficulties
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Pittas, Evdokia – Reading & Writing Quarterly, 2018
This longitudinal study considers the contributions of language awareness to children's learning to read and spell. The aim of the study was to examine whether the connection between phonemic awareness and literacy in Greek is constant over time even when appropriate controls are taken into account. I examined this hypothesis with Greek Cypriot…
Descriptors: Greek, Foreign Countries, Longitudinal Studies, Reading Skills
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