NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
No Child Left Behind Act 20011
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 32 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Wissinger, Daniel R.; Ciullo, Stephen P.; Shiring, Elizabeth J. – Reading & Writing Quarterly, 2018
We used a design-based research model to examine a historical literacy intervention in Grade 6 classrooms. This article describes the results across 2 separate instructional cycles and for students grouped into 4 categories: (a) high-achieving students (n = 23 and n = 24 for Cycle I and Cycle II, respectively), (b) average-achieving students (n =…
Descriptors: Intervention, Literacy Education, History, Essays
Peer reviewed Peer reviewed
Direct linkDirect link
Cantrell, Susan Chambers; Pennington, Jessica; Rintamaa, Margaret; Osborne, Monica; Parker, Cindy; Rudd, Mary – Reading & Writing Quarterly, 2017
In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors,…
Descriptors: Literacy Education, Intervention, Reading Strategies, Interviews
Peer reviewed Peer reviewed
Direct linkDirect link
Wexler, Jade; Mitchell, Marisa A.; Clancy, Erin E.; Silverman, Rebecca D. – Reading & Writing Quarterly, 2017
This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions…
Descriptors: Secondary School Science, Literacy, Science Teachers, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Falk-Ross, Francine; Dealy, Ann; Porcelli, Justinna; Hammond, Jonna; Evans, Brian – Reading & Writing Quarterly, 2017
We studied the process and products of developing effective tutoring programs to support Tier 2 bilingual students with a focus on teachers' perspectives and students' achievement to assess and teach students based on need. With the understanding that young students require individual attention to resolve specific misunderstandings, optimally…
Descriptors: Bilingualism, After School Programs, Tutoring, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M. – Reading & Writing Quarterly, 2016
Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…
Descriptors: Teacher Effectiveness, Outcomes of Education, Professional Development, Student Improvement
Peer reviewed Peer reviewed
Direct linkDirect link
Conradi, Kristin; Amendum, Steven J.; Liebfreund, Meghan D. – Reading & Writing Quarterly, 2016
This study examined the contributions of decoding, language, spelling, and motivation to the reading comprehension of elementary school readers in a high-poverty setting. Specifically, the research questions addressed whether and how the influences of word reading efficiency, semantic knowledge, reading self-concept, and spelling on reading…
Descriptors: Poverty, Reading, Reading Instruction, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Tate, Stacie L. – Reading & Writing Quarterly, 2014
Tate applauds Rogers's use of teacher research to illustrate how literacy coaches and teachers can approach an accelerative literacy framework with a critical literacy lens. Citing her own work, as well as the work of other critical literacy educators, Tate reminds readers that teacher research is a careful plan that encompasses the power of…
Descriptors: Coaching (Performance), Educational Research, Social Justice, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Cahnmann-Taylor, Melisa – Reading & Writing Quarterly, 2014
Cahnmann-Taylor draws on Boalian Theatre of the Oppressed to offer a practice for literacy teachers and coaches that can open up multiple perspectives and multiple levels of intentions and motivations for a teacher's decision making. She challenges coaches and teachers to engage in artistic examinations of multiplicity to move toward performing…
Descriptors: Literacy Education, Literacy, Coaching (Performance), Reading Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Rogers, Rebecca – Reading & Writing Quarterly, 2014
Literacy specialists and coaches are called upon for literacy leadership in schools and often wrestle with the tensions of implementing top-down reforms and making room for teacher- and student-led practices, such as critical literacy. Critical literacy education holds the promise of engaging learners to use literacy practices in ways that matter…
Descriptors: Literacy, Coaching (Performance), Critical Literacy, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
L'Allier, Susan K. – Reading & Writing Quarterly, 2013
This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of…
Descriptors: Informal Reading Inventories, Data, Decision Making, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Reutzel, D. Ray; Dole, Janice A.; Read, Sylvia; Fawson, Parker; Herman, Kerry; Jones, Cindy D.; Sudweeks, Richard; Fargo, Jamison – Reading & Writing Quarterly, 2011
The purpose of this article is to describe the vexing issues that arise as researchers try to define and assess the knowledge teachers need to teach reading and writing effectively in the primary grades. Over the past several years, the authors of this article have developed and tested an assessment system of teacher knowledge under a grant titled…
Descriptors: Evidence, Literacy Education, Teacher Characteristics, Primary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Greene, Kiersten; Anyon, Jean – Reading & Writing Quarterly, 2010
Teachers and other education professionals find themselves in schools and districts bombarded by reforms--each one purporting to improve student achievement, particularly in reading and mathematics. This article lays the political economic groundwork of student achievement in urban areas in an attempt to contextualize the studies of literacy in…
Descriptors: Urban Schools, Learning Problems, School Restructuring, Family Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Guofang – Reading & Writing Quarterly, 2010
Drawing on a larger ethnographic study, this article documents (a) how and for what purposes literacy is used in 3 culturally diverse families of low socioeconomic status and (b) what various cultural, socioeconomic, and environmental factors shape the families' literacy practices in their home milieus in an urban context. Data analysis revealed…
Descriptors: Urban Areas, Neighborhoods, Physical Environment, Socioeconomic Status
Previous Page | Next Page ยป
Pages: 1  |  2  |  3