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Graham, Steve; Harris, Karen R.; Beard, Keith – Reading & Writing Quarterly, 2019
Studies that specifically test the effectiveness of instructional procedures for improving the writing of young African American males who experience difficulty learning to write are almost nonexistent. Although writing intervention studies include these children, researchers rarely disaggregate their data to determine whether the writing…
Descriptors: Writing Instruction, African American Students, Males, Evidence Based Practice
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Riccomini, Paul J.; Smith, Gregory W.; Hughes, Elizabeth M.; Fries, Karen M. – Reading & Writing Quarterly, 2015
Vocabulary understanding is a major contributor to overall comprehension in many content areas, including mathematics. Effective methods for teaching vocabulary in all content areas are diverse and long standing. Teaching and learning the language of mathematics is vital for the development of mathematical proficiency. Students' mathematical…
Descriptors: Mathematics Instruction, Vocabulary Development, Mathematics Skills, Teaching Methods
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Dozier, Cheryl L. – Reading & Writing Quarterly, 2014
Dozier illuminates the notion of intellectual unrest and the complexities of mandated professional development for teachers. She challenges readers to reconsider how mandated professional development is crafted and invites literacy coaches to become collaborative critical designers of practices with teachers to help them navigate competing…
Descriptors: Literacy, Coaching (Performance), Faculty Development, Middle School Teachers
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Rodgers, Adrian – Reading & Writing Quarterly, 2014
A rapid proliferation of literacy coaching has occurred before adequate research could be undertaken to understand the interaction between coach and teacher. In this analysis of a study undertaken by a college campus-based coach working with teachers in a reading clinic setting, Rodgers applies 2 conceptual frames. The 1st conceptual frame…
Descriptors: Literacy, Coaching (Performance), Repetition, Change
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Morrell, Ernest – Reading & Writing Quarterly, 2014
Drawing on the work of Paulo Freire, Morrell argues for critical, humanizing inquiry spaces in which literacy teachers learn with and from one another. However, he points to critical race theory and poses important questions, for example, wondering whether empowered spaces for teachers are transferred into empowerment for students.
Descriptors: Reading Teachers, Critical Theory, Race, Teacher Empowerment
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Manzo, Ula; Manzo, Anthony V. – Reading & Writing Quarterly, 2013
In this article, we discuss the Informal Reading-"Thinking" Inventory (IR-TI), an informal reading inventory built on an easily recognized legacy model that also branches out into new realms. The IR-TI provides tools for assessing reading the lines, reading between the lines, and reading beyond the lines. This is a 21st-century…
Descriptors: Informal Reading Inventories, Thinking Skills, Identification, Student Evaluation
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Applegate, Mary DeKonty; Bucci, Carol – Reading & Writing Quarterly, 2013
In this article, we describe our research involving the administration of the Critical Reading Inventory-2 (CRI-2), an informal reading inventory that places special emphasis on thoughtful response to text and higher level thinking. We administered the CRI-2 to a group of students to obtain diagnostic data for guiding instruction. The data for…
Descriptors: Critical Reading, Reader Response, Thinking Skills, Reading Comprehension
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Gandy, Sandra E. – Reading & Writing Quarterly, 2013
With the increasing amount of testing taking place in classrooms, teachers may question how appropriate those assessments are for the growing numbers of English language learners (ELLs) in the United States. One of the assessment options for classroom teachers is the informal reading inventory (IRI), which is the most frequently used assessment…
Descriptors: Informal Reading Inventories, English Language Learners, Student Evaluation, Standardized Tests
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Protopapas, Athanassios; Mouzaki, Angeliki; Sideridis, Georgios D.; Kotsolakou, Areti; Simos, Panagiotis G. – Reading & Writing Quarterly, 2013
The simple view of reading posits that reading comprehension can be decomposed into a print-specific component (concerning decoding and sight word reading) and a language comprehension component (concerning verbal and metalinguistic skills not related to print). One might properly consider lexical skills, indexed by vocabulary measures, part of…
Descriptors: Vocabulary, Reading Skills, Reading Comprehension, Decoding (Reading)
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Sinatra, Richard; Zygouris-Coe, Vicky; Dasinger, Sheryl B. – Reading & Writing Quarterly, 2012
This article discusses why early and sustained vocabulary development is important for listening and reading comprehension development and presents findings from 8 studies implemented with children of mostly low socioeconomic status in settings from day care to first grade. Program interventions were based on learning new vocabulary developed out…
Descriptors: Reading Comprehension, Reading Aloud to Others, Vocabulary Development, Grade 1
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Troia, Gary A.; Shankland, Rebecca K.; Wolbers, Kimberly A. – Reading & Writing Quarterly, 2012
This article reviews research on motivation in the academic domain of writing situated within a social cognitive perspective. First we summarize major findings related to 4 theorized components of human motivation--self-efficacy beliefs or perceived competence, mastery and performance goal orientations, task interest and value, and attributions…
Descriptors: Writing Attitudes, Authors, Motivation, Writing Skills
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Olinghouse, Natalie G.; Zheng, Jinjie; Morlock, Larissa – Reading & Writing Quarterly, 2012
This study evaluated large-scale state writing assessments for the inclusion of motivational characteristics in the writing task and written prompt. We identified 6 motivational variables from the authentic activity literature: time allocation, audience specification, audience intimacy, definition of task, allowance for multiple perspectives, and…
Descriptors: Writing Evaluation, Writing Tests, Writing Achievement, Audiences
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Dennis, Danielle V.; Kroeger, Diane C. – Reading & Writing Quarterly, 2012
A conceptualization of reading as an interaction of constrained and unconstrained skills formed the theoretical basis for this correlational analysis of adolescents' orthographic knowledge. We hypothesized that orthographic development (as measured by spelling ability) would serve as a link between constrained and unconstrained reading skills in…
Descriptors: Spelling, Reading Tests, Adolescents, Reading Skills
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Lopez, Francesca A.; Thompson, Sandra S.; Walker-Dalhouse, Doris – Reading & Writing Quarterly, 2011
The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…
Descriptors: Reading Research, Reading Skills, Reading Fluency, Emergent Literacy
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Peercy, Megan Madigan – Reading & Writing Quarterly, 2011
The growing numbers of English language learners (ELLs) in U.S. K-12 public schools have raised many questions about how to best educate these students. Much of the research on teaching ELLs has discussed the kinds of practices that should be used to increase ELLs' school achievement, but few studies have documented the actual practices that…
Descriptors: Elementary Secondary Education, English (Second Language), Second Language Learning, Junior High School Students
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