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Direct linkGarcía, Georgia Earnest; Taylor, Barbara M.; Pearson, P. David; Bray, Teresa Méndez; Primeaux, Joan; Mora, Raúl Alberto – Elementary School Journal, 2021
A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders…
Descriptors: Instructional Improvement, Reading Instruction, Reading Comprehension, Bilingual Students
Walpole, Sharon; McKenna, Michael C.; Uribe-Zarain, Ximena; Lamitina, David – Elementary School Journal, 2010
In this study of 116 high-poverty schools, we explored teaching and coaching in grades K-3. We developed and validated observation protocols for both coaching and teaching. Exploratory and confirmatory factor analyses were computed to identify and confirm factors that explained the protocol data. Three coaching factors were identified in both…
Descriptors: Poverty, Reading Aloud to Others, Structural Equation Models, Factor Structure
Kainz, Kirsten; Vernon-Feagans, Lynne – Elementary School Journal, 2007
In this study we investigated reading development from kindergarten to third grade for 1,913 economically disadvantaged children from the Early Childhood Longitudinal Study-Kindergarten Cohort. Characteristics of the child, the family, classroom instruction, and school composition were used to model influences from multiple levels of children's…
Descriptors: Economically Disadvantaged, Early Reading, Family Characteristics, Ecology
