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Showing 1 to 15 of 89 results Save | Export
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Graham, Steve; Liu, Xinghua; Aitken, Angelique; Ng, Clarence; Bartlett, Brendan; Harris, Karen R.; Holzapfel, Jennifer – Reading Research Quarterly, 2018
Reading and writing are critical to students' success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta-analysis tested…
Descriptors: Literacy Education, Program Evaluation, Statistical Analysis, Reading Comprehension
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Frijters, Jan C.; Tsujimoto, Kimberley C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen W.; Mahone, E. Mark; Willcutt, Erik G.; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R. – Reading Research Quarterly, 2018
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from…
Descriptors: Reading Skills, Attribution Theory, Naming, Phonological Awareness
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Pyle, Nicole; Vasquez, Ariana C.; Lignugaris/Kraft, Benjamin; Gillam, Sandra L.; Reutzel, D. Ray; Olszewski, Abbie; Segura, Hugo; Hartzheim, Daphne; Laing, Woodrow; Pyle, Daniel – Reading Research Quarterly, 2017
This meta-analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten to grade 12 published between 1970 and 2013. Twenty-one studies were identified, 19 of which met criteria for a meta-analysis, including 48 studywise effect sizes that were meta-analyzed to determine…
Descriptors: Expository Writing, Text Structure, Intervention, Reading Comprehension
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Spichtig, Alexandra N.; Hiebert, Elfrieda H.; Vorstius, Christian; Pascoe, Jeffrey P.; Pearson, P. David; Radach, Ralph – Reading Research Quarterly, 2016
The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements)…
Descriptors: Reading Comprehension, Silent Reading, Efficiency, Educational History
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Al Ghanem, Reem; Kearns, Devin M. – Reading Research Quarterly, 2015
Current Arabic reading instruction places strong emphasis on orthographic skills and little emphasis on phonological and morphological skills. Yet, the role of each skill in reading development in Arabic is not well understood. The purpose of this literature review was to examine the degree to which children learning to read in Arabic use…
Descriptors: Literature Reviews, Semitic Languages, Morphology (Languages), Phonological Awareness
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Newell, George E.; Beach, Richard; Smith, Jamie; VanDerHeide, Jennifer – Reading Research Quarterly, 2011
Acquiring argumentative reading and writing practices reflects a key component of recent curricular reforms in schools and universities throughout the United States and the world as well as a major challenge to teachers of reading and writing in K-12 and college writing classrooms. In this review, we consider the contributions of two research…
Descriptors: Persuasive Discourse, Writing Instruction, Intellectual Disciplines, Inquiry
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Mallozzi, Christine A., Comp.; Malloy, Jacquelynn A., Comp. – Reading Research Quarterly, 2007
This compilation represents the second installment of reports on second language and multicultural issues. Six of the 13 international reports received in response to the questionnaire were published in "Reading Research Quarterly," volume 42, number 3. These seven reports were filed by International Research Correspondents (IRC) and are…
Descriptors: Cultural Pluralism, Foreign Countries, Second Language Learning, Social Action
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Johnston, Peter; Costello, Paula – Reading Research Quarterly, 2005
"What gets assessed is what gets taught" is a common assertion whose meaning is often underestimated. It is not just "what" gets assessed, but "how" it is assessed that has implications for what is learned. When a child who is asked the meaning of his report card grades responds, "If I knew that I'd be the…
Descriptors: Student Evaluation, Educational Assessment, Literacy, Evaluation Methods
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Hagood, Margaret C. – Reading Research Quarterly, 2003
Contends it is important to examine the role of new media and online literacies in the lives of reading researchers and teachers. Proposes reading researchers and educators need to view new media and online literacies as a central aspect of literacy research. Concludes that taking mainstay ideas about media and literacy from different disciplinary…
Descriptors: Educational Research, Elementary Secondary Education, Higher Education, Interdisciplinary Approach
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Leander, Kevin M. – Reading Research Quarterly, 2003
Contends that knowledge about information and communication technologies (ICTs) is unevenly experienced and distributed among youths and adults. Notes that teachers and researchers are confronted with the need to observe and learn from students while making critical decisions about the kinds of old and new literacies that could make schooling…
Descriptors: Cultural Context, Elementary Secondary Education, Information Technology, Research Needs
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Luke, Carmen – Reading Research Quarterly, 2003
Proposes that collaborative, constructivist, and problem-based learning are powerful conceptual antidotes to pedagogy as transmission and knowledge as parceled facts and objects. Notes that as more texts become available in digital form, users access information in different ways that have profound ramifications for reading and writing. Contends…
Descriptors: Constructivism (Learning), Elementary Secondary Education, Interdisciplinary Approach, Literacy
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Mackey, Margaret – Reading Research Quarterly, 2003
Proposes that reading researchers and teachers must acknowledge that contemporary new readers have no other way of learning about reading except within the context of a background of vast textual experience across many media and through multiple forms of address. Suggests educators need to take a broad view of the complex context in which texts…
Descriptors: Elementary Secondary Education, Literacy, Mass Media Effects, Research Needs
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Eakle, A. Jonathan, Comp.; Garber, Andrew M., Comp. – Reading Research Quarterly, 2003
Presents 5 international reports on literacy research from Mexico, Mexico and Colombia, Brazil, Argentina, and Chile. (SG)
Descriptors: Educational Research, Elementary Secondary Education, Foreign Countries, Literacy
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Eakle, A. Jonathan, Comp.; Garber, Andrew M., Comp. – Reading Research Quarterly, 2003
Discusses research recently conducted by three Canadian researchers that involves professional practice, multicultural education, and media literacies. Details three very different studies focused on young children, providing evidence of the rich variety of research currently being undertaking in western Canada. (PM)
Descriptors: Child Development, Educational Research, Elementary Secondary Education, Foreign Countries
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Luke, Allan – Reading Research Quarterly, 2003
Presents an Australian standpoint on literacy policy. Addresses the unreconciled issue of redistributive social justice in Australian education: the educational achievement and life pathways of Aborigine and Torres Strait Islander children and youth. Concludes that to move forward both in research and policy towards a more inclusive literacy in…
Descriptors: Australian Aboriginal Languages, Educational Policy, Elementary Secondary Education, Foreign Countries
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