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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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Beach, Kristen D.; McIntyre, Ellen; Philippakos, Zoi A.; Mraz, Maryann; Pilonieta, Paola; Vintinner, Jean P. – Reading & Writing Quarterly, 2018
We evaluated the effects of a summer reading intervention with a sample of low-income Black and Hispanic students who were struggling readers. In the summer before their 2nd- or 3rd-grade school year, 14 rising 2nd graders and 18 rising 3rd graders received 15 hr of a scripted, explicit phonics-based program in dyads from credentialed elementary…
Descriptors: Elementary School Students, Grade 2, Grade 3, Low Income Students
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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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Heron-Hruby, Alison; Trent, Brandie; Haas, Samantha; Allen, Zachary Cole – Reading & Writing Quarterly, 2018
Discussion is a well-known tool for promoting reading comprehension in secondary-level English classes for students at all levels of reading skill, especially when the discussion promotes argumentation. However, researchers know little about how struggling readers use discussion, mainly because low-track English classes have tended to focus on…
Descriptors: Small Group Instruction, Group Discussion, Reading Instruction, Reading Comprehension
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Hall, Leigh A. – Reading & Writing Quarterly, 2016
The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical…
Descriptors: Self Concept, Middle School Teachers, Reading Instruction, Middle School Students
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Cartledge, Gwendolyn; Keesey, Susan; Bennett, Jessica G.; Ramnath, Rajiv; Council, Morris R., III. – Reading & Writing Quarterly, 2016
The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A…
Descriptors: Cultural Relevance, Literature, Grade 1, Grade 2
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Ehri, Linnea C.; Satlow, Eric; Gaskins, Irene – Reading & Writing Quarterly, 2009
First, second, and third graders (N = 102) who had completed from 1 to 3 years of literacy instruction in other schools and had experienced failure entered a private school for struggling readers and received instruction in either of 2 types of systematic phonics programs over a 4-year period. One group received a keyword analogy method (KEY) that…
Descriptors: Reading Comprehension, Private Schools, Phonemics, Literacy
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Nelson, J. Ron; Benner, Gregory J. – Reading & Writing Quarterly, 2005
Improving the reading outcomes of children with concomitant emotional and behavior disorders (BD) and phonological processing deficits represents one of the greatest challenges facing educators today. For example, the results from a meta-analysis indicated that problem behavior (Z[sub r]=.46) was as important as phonological processing skills in…
Descriptors: Emergent Literacy, Behavior Disorders, Phonology, Reading Skills
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Cassady, Jerrell C.; Smith, Lawrence L. – Reading & Writing Quarterly, 2005
This study examined the effects of the Waterford Early Reading Program on reading achievement gains across the first-grade year. The results of this longitudinal analysis demonstrated meaningfully greater gains on reading achievement for those with access to the Integrated learning system (ILS) (n[superscript 2] =.10). Furthermore, the positive…
Descriptors: Grade 1, Early Reading, Reading Instruction, Achievement Gains
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Rasinski, Timothy; Oswald, Ruth – Reading and Writing Quarterly, 2005
This study examined the effects of Making and Writing Words (MWW), a variation of the Making Words word study activity by Cunningham and Cunningham (1992), on second-grade students word learning. MWW was implemented daily with a group of second-grade students' over a five-month period. Results indicated that students who received the MWW treatment…
Descriptors: Phonics, Constructivism (Learning), Reading Instruction, Grade 2
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Walpole, Sharon; Justice, Laura M.; Invernizzi, Marcia A. – Reading and Writing Quarterly, 2004
This case study of one elementary school describes an ongoing effort to close the gaps between literacy research and practice in order to promote the successful literacy transitions of all students. Jefferson Elementary School's reading program is a research-driven, school-wide program emphasizing prevention-based instruction, early…
Descriptors: Identification, Educational Change, Data Analysis, Small Group Instruction
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Baker, Linda – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2003
Informs practitioners working with struggling readers of the latest research on home influences on reading motivation. Provides research-based suggestions to teachers as to how they might enlist the assistance of parents in motivating struggling readers. Shows that supportive home environments foster motivation for reading, which leads to more…
Descriptors: Academic Achievement, Elementary Education, Parent Participation, Parent Role
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Ernsbarger, Sara C. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Notes many students with disabilities benefit from prompts for reading in general education classrooms. Considers how visual, auditory, kinesthetic, and tactile prompts implemented by the teacher, by the student with minimal teacher assistance, or by the student independently can facilitate more effective reading. Describes strategies for using…
Descriptors: Disabilities, Elementary Secondary Education, Instructional Effectiveness, Reading Habits
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Jacobsen, Cindy; Bonds, Mimi; Medders, Kathy; Saenz, Chris; Stasch, Kathi; Sullivan, Jim – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Describes how early literacy practices were extended to accelerate the literacy progress of at-risk third- through sixth-grade students through a summer school model and an intersession model for year-round schools. Concludes that both models produced impressive gains in reading achievement, with the year-round intersession model producing the…
Descriptors: Elementary Education, Emergent Literacy, High Risk Students, Program Effectiveness
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Fitzharris, Linda H.; Hay, Genevieve H. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2001
Focuses on the complementary model of Lawton's (1999) three collaborative instructional models. Notes that the complementary model establishes the classroom teacher as the educator primarily responsible for instruction. Discusses collaboration during reading instruction, helping students prepare to read, helping students engage in the reading…
Descriptors: Cooperation, Elementary Education, Inclusive Schools, Reading Difficulties
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