Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 2 |
Descriptor
Source
Journal of Educational… | 3 |
Author
Burton, Jennifer Lyn | 1 |
Cooter, Robert B. | 1 |
Durham, Patricia | 1 |
Godwin, Amber | 1 |
Miller, Melinda | 1 |
Rasinski, Timothy Victor | 1 |
Reutzel, D. Ray | 1 |
Ryder, Randall J. | 1 |
Silberg, Anna | 1 |
Young, Chase | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 2 |
Grade 2 | 2 |
Early Childhood Education | 1 |
Grade 1 | 1 |
Grade 3 | 1 |
Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Gates MacGinitie Reading Tests | 3 |
What Works Clearinghouse Rating
Does not meet standards | 1 |
Young, Chase; Durham, Patricia; Rasinski, Timothy Victor; Godwin, Amber; Miller, Melinda – Journal of Educational Research, 2021
This sequential explanatory analysis reports on the observed differences in growth on decoding, word knowledge, and reading comprehension between second grade males and females after participating in a readers theater treatment or business as usual instruction. The quantitative results revealed that males made greater gains than females in the…
Descriptors: Gender Differences, Achievement Gap, Reading Achievement, Theater Arts
Ryder, Randall J.; Burton, Jennifer Lyn; Silberg, Anna – Journal of Educational Research, 2006
In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers…
Descriptors: Longitudinal Studies, Teaching Methods, Instructional Effectiveness, Reading Achievement
Peer reviewed
Reutzel, D. Ray; Cooter, Robert B. – Journal of Educational Research, 1990
Results of this study supported the belief that whole language strategies and routines used in first grade classrooms will yield scores on traditional reading standardized achievement tests that are comparable or superior to those resulting from the use of basal reader programs. (Author/IAH)
Descriptors: Basal Reading, Comparative Analysis, Conventional Instruction, Grade 1