NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 16 to 30 of 1,103 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K. – Reading Research Quarterly, 2018
This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…
Descriptors: Discussion (Teaching Technique), Teacher Student Relationship, Reading Strategies, Cooperative Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Segal, Aviva; Howe, Nina; Persram, Ryan J.; Martin-Chang, Sandra; Ross, Hildy – Reading Research Quarterly, 2018
Research on the home literacy environment has typically involved parents as teachers with little attention given to siblings' roles in teaching each other. This study examines naturalistic language and literacy teaching by 39 sibling dyads, at two timepoints, when children were ages 2 and 4 (time 1; T1) and again at ages 4 and 6 (time 2; T2). Each…
Descriptors: Family Literacy, Family Environment, Sibling Relationship, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Schiefele, Ulrich; Löweke, Sebastian – Reading Research Quarterly, 2018
The present study employed a longitudinal person-centered approach to examine the profiles of reading motivation in a sample of 405 elementary school students who were tested in grades 3 and 4. Two dimensions of intrinsic reading motivation (involvement and curiosity) and two dimensions of extrinsic reading motivation (recognition and competition)…
Descriptors: Elementary School Students, Reading Motivation, Profiles, Longitudinal Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Shifeng; Tao, Sha; Joshi, R. Malatesha; Xu, Qinfang – Reading Research Quarterly, 2018
The authors report two studies that examined how native- and second-language skills were related to second-language reading difficulties for native Chinese-speaking fourth graders learning to read English. In study 1, 50 poor English readers with Chinese-reading difficulties (the PB group) and 34 poor English readers without Chinese-reading…
Descriptors: Second Language Learning, Second Language Instruction, Native Language, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Zhang, Su Zhen; Georgiou, George K.; Xu, Jining; Liu, Jian Mei; Li, Miao; Shu, Hua – Reading Research Quarterly, 2018
The authors examined whether different measures of print exposure assess the same underlying concept and how these different measures relate to vocabulary breadth and depth. One hundred forty-seven students attending the third year of kindergarten in Jining, China, were assessed on nonverbal IQ, vocabulary breadth and depth, and their knowledge of…
Descriptors: Vocabulary Development, Nonverbal Communication, Kindergarten, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
los Ríos, Cati V. – Reading Research Quarterly, 2018
This article examines instances of a U.S.-Mexican transnational youth honing his critical translingual literacy skills through his engagement with corridos, Mexican balladry in Spanish that often emphasizes injustice and border strife. The author relies on ethnographic classroom observations, the student's journals, and semistructured interviews…
Descriptors: Critical Reading, Mexican Americans, Spanish, Justice
Peer reviewed Peer reviewed
Direct linkDirect link
Hsiang, Tien Ping; Graham, Steve; Wong, Ping Man – Reading Research Quarterly, 2018
A random sample of 1,313 grades 7-9 Chinese language arts teachers in Shanghai, Hong Kong, Macao, and Taipei were surveyed about their instructional writing practices. When asked about their college, inservice, and personal preparation, three out of four teachers indicated that they were poorly prepared to teach writing. They were slightly…
Descriptors: Writing Instruction, Chinese, Sociocultural Patterns, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Reynolds, Dan; Daniel, Shannon – Reading Research Quarterly, 2018
Although much research exists on scaffolding in reading instruction, confusion about the construct persists. In this commentary inspired by a recent article in "Reading Research Quarterly," we argue for the importance of contingency--that is, responsiveness to student thinking--in reading comprehension scaffolding. We begin by defining…
Descriptors: Scaffolding (Teaching Technique), Reading Research, Comparative Analysis, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Gross, Jennifer; Winegard, Bo; Plotkowski, Andrea R. – Reading Research Quarterly, 2018
Spoken English has a stress-alternating rhythm that is not marked in its orthography. In two experiments, the authors evaluated whether stylistic alterations to print that marked stress pulses fostered the rendering of rhythm (experiment 1) and stress (experiment 2) during silent reading. In experiment 1, silent readers rated the helpfulness of…
Descriptors: Oral Language, Poetry, Prediction, Linguistic Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Bråten, Ivar; McCrudden, Matthew T.; Stang Lund, Elisabeth; Brante, Eva W.; Strømsø, Helge I. – Reading Research Quarterly, 2018
This study investigated the effects of author expertise and content relevance on Norwegian secondary school students' (n = 190) selection, processing, and use of multiple documents. Participants were presented with documents that pertained to more or less familiar topics, and received brief instructions that highlighted the importance of source…
Descriptors: Familiarity, Authors, Secondary School Students, Control Groups
Peer reviewed Peer reviewed
Direct linkDirect link
VanDerHeide, Jennifer – Reading Research Quarterly, 2018
Although teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students' flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre…
Descriptors: Classroom Communication, Persuasive Discourse, Advanced Placement, Literature
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Kalindi, Sylvia C.; McBride, Catherine; Dan, Lin – Reading Research Quarterly, 2018
Considering the importance attached to writing as a life skill, this study investigated the nature and variability of adults' aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students' literacy and cognitive-metalinguistic skills. Fifty-seven children and their…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Emergent Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
D'Agostino, Jerome V.; Rodgers, Emily; Mauck, Susan – Reading Research Quarterly, 2018
The authors used nationally based, random sample data from three different years (2009-2010, 2011-2012, and 2014-2015) for nearly 20,000 first-grade students (n = 9,760, 3,657, and 3,121, respectively) to examine long-reported inadequacies of a commonly used early literacy assessment tool, the Observation Survey of Early Literacy Achievement…
Descriptors: Elementary School Students, Grade 1, Emergent Literacy, Student Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Foster, Tori E.; Ardoin, Scott P.; Binder, Katherine S. – Reading Research Quarterly, 2018
Although strong claims have been made regarding the educational utility of eye tracking, such statements seem somewhat unfounded in the absence of clear evidence regarding the technical adequacy of eye movement (EM) data. Past studies have yielded direct and indirect evidence concerning the utility of EMs as measures of reading, but recent…
Descriptors: Eye Movements, Grade 2, Elementary School Students, Reading Achievement
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  74