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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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Zhang, Jianhua – Reading & Writing Quarterly, 2018
This study aims to examine the effect of strategic planning training on cohesion in English as a foreign language (EFL) learners' writing. We recruited 62 Chinese learners of English and divided them evenly into experimental and control groups. We trained the experimental group in 4 sessions to master strategic planning. Then we selected 4…
Descriptors: Strategic Planning, English (Second Language), Second Language Learning, Second Language Instruction
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Slater, Wayne H.; Groff, James A. – Reading & Writing Quarterly, 2017
Using case study research methods, we investigated the effectiveness of a dialogic tutoring model informed by cognitive strategy instruction to implement a problem-solving strategy using a gradual-release-of-responsibility model of instruction situated in stasis theory. Eight minority 10th graders participated because of their difficulties with…
Descriptors: Critical Thinking, Case Studies, Instructional Effectiveness, Scores
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Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie; Kim, Young-Suk Grace – Reading & Writing Quarterly, 2017
We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention.…
Descriptors: Grade 1, Writing Instruction, Intervention, Spelling
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Rasinski, Timothy; Paige, David; Rains, Cameron; Stewart, Fran; Julovich, Brenda; Prenkert, Deb; Rupley, William H.; Nichols, William Dee – Reading & Writing Quarterly, 2017
The present study examined the impact of an intensive reading fluency intervention on the overall reading performance of 37 struggling readers in 3rd grade. Students' 3rd-grade classroom teachers and/or their performance on a state-mandated reading achievement test given toward the end of the 3rd-grade school year identified them for the study.…
Descriptors: Elementary School Students, Grade 3, Reading Difficulties, Reading Fluency
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Romeo, Lynn – Reading & Writing Quarterly, 2008
This article presents a comprehensive model of daily, classroom informal writing assessment that is constantly linked to instruction and the characteristics of proficient writers. Methods for promoting teacher, student, and parent collaboration and their roles in dialoguing, conferencing, and reflection are discussed. Strategies for including…
Descriptors: Writing Evaluation, Student Evaluation, Self Efficacy, Informal Assessment
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Denner, Peter R.; Pehrsson, Robert S. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Presents an alternative performance-based assessment of reading comprehension and readability called the "Opin" procedure, a macroclosure procedure in which sentence endings instead of single words are deleted. Notes that readers' responses are rated on a continuum from low to high proximity with the author's intentions. (RS)
Descriptors: Alternative Assessment, Elementary Education, Evaluation Methods, Performance Based Assessment