NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Individuals with Disabilities…1
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 69 results Save | Export
Wright, Tanya S. – American Educator, 2019
Interactive read-alouds, where adults read text to children and facilitate discussion of the text, are an incredibly effective method for supporting children's literacy learning. In this article, Tanya Wright, an associate professor in the Department of Teacher Education at Michigan State University, describes some of the knowledge and skills that…
Descriptors: Reading Aloud to Others, Literacy, Reading Skills, Early Childhood Education
Hermann-Wilmarth, Jill M.; Ryan, Caitlin L. – American Educator, 2019
As queer-identified women and former elementary school teachers who now work in universities as teacher educators, the authors spent the past decade developing a range of approaches to help elementary school teachers integrate lesbian, gay, bisexual, transgender, and queer (LGBTQ)-inclusive practices into their teaching: "expanding…
Descriptors: LGBTQ People, Gender Issues, Sexuality, Elementary Education
Gosse, Carolyn; Hansel, Lisa – American Educator, 2014
For educators, the content of the curriculum really is like oxygen: it is the necessary precondition for improving schools, closing the achievement gap, engaging parents, and preparing teachers. However, when educators take the content of the curriculum for granted, they lose opportunities to coordinate and collaborate. Good curriculum instruction…
Descriptors: Educational Quality, Curriculum Development, Language Arts, Preschool Education
Dougherty, Chrys – American Educator, 2014
As our nation strives to have all students that graduate from high school be prepared for college or some other post-secondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with the economically disadvantaged students. For many students, especially those from…
Descriptors: Early Childhood Education, Economically Disadvantaged, Preschool Education, Elementary Education
Hart, Betty; Risley, Todd R. – American Educator, 2003
By age 3, children from privileged families have heard 30 million more words than children from underprivileged families. Longitudinal data on 42 families examined what accounted for enormous differences in rates of vocabulary growth. Children turned out to be like their parents in stature, activity level, vocabulary resources, and language and…
Descriptors: Academic Achievement, Blacks, Disadvantaged Youth, Early Childhood Education
Hirsch, E. D., Jr. – American Educator, 2003
The "fourth grade slump" in reading comprehension still exists. Among poor children, low comprehension ruins their chances for academic success. Among all children, comprehension scores are stagnant. Research indicates that key to both problems is systematically building children's vocabulary, fluency, and domain knowledge. To improve reading,…
Descriptors: Elementary Education, Grade 4, Knowledge Level, Language Arts
Biemiller, Andrew – American Educator, 2003
To succeed at reading, children must be able to identify or "read" printed words and understand the story or text composed of those words. For many children, increasing reading and school success will involve increasing oral language competence in the elementary years. Lack of appropriate vocabulary knowledge can result in academic failure. (SM)
Descriptors: Elementary Education, Listening Comprehension, Oral Language, Reading Comprehension
Walsh, Kate – American Educator, 2003
Presents three examples of how basal reading programs miss opportunities to build word and world knowledge: lack of focus on systematically building essential knowledge and vocabulary during teacher read-alouds and discussions aimed at building background knowledge; wasting time by including too many lessons on formal reading comprehension skills;…
Descriptors: Basal Reading, Beginning Reading, Elementary Education, Reading Comprehension
Duke, Nell K.; Bennett-Armistead, Susan; Roberts, Ebony M. – American Educator, 2003
Research suggests that informational text is scarce in primary grade classrooms. Presents three beliefs that underlie this problem: young children cannot handle informational text; young children do not like informational text or at least prefer other forms of text; and young children should first learn to read and then (at about fourth grade)…
Descriptors: Childrens Literature, Elementary Education, Nonfiction, Young Children
Beck, Isabel L.; McKeown, Margaret G.; Kucan, Linda – American Educator, 2003
Describes how pre-kindergarten through elementary teachers can enhance the vocabulary development of young children, focusing on teaching words from texts that are read aloud to children rather than read by children. Examines sequenced activities for teaching words to young children and activities that encourage children to interact with words,…
Descriptors: Early Childhood Education, Elementary Education, Oral Language, Reading Aloud to Others
Chall, Jeanne S.; Jacobs, Vicki A. – American Educator, 2003
In a study of second, fourth, and sixth graders who completed reading and language tests over 2 years, low-income second and third graders achieved as well as their normative peers on all subtests. However, around fourth grade, their reading scores began to decline. One possible cause for this slump may stem from lack of fluency and automaticity.…
Descriptors: Elementary Education, Grade 4, Language Fluency, Low Income Groups
Koppich, Julia E. – American Educator, 2002
Asserts that monetary incentives will not induce teachers to take on difficult jobs in impoverished urban schools. New York City's Extended Time Schools have an extra 40 minutes each school day to be used for small group instruction and professional development. This initiative is turning around the toughest schools with the most challenging…
Descriptors: Academic Achievement, Elementary Education, Extended School Day, Faculty Development
Entwisle, Doris R.; Alexander, Karl L.; Olson, Linda Steffel – American Educator, 2001
Discusses what three researchers discovered about schools, home environments, and inequitable education, examining the achievement gap between middle-class and poor, minority students and noting that summer school does little to close the gap. Suggests a strategy to boost the summer achievement of poor children that would give them the extra…
Descriptors: Academic Achievement, Disadvantaged Youth, Early Childhood Education, Elementary Education
Biemiller, Andrew; Andrew – American Educator, 2001
Examines several points supporting the argument for increased emphasis on vocabulary, including: the consequences of an increased emphasis on phonics; limited school promotion of vocabulary development; the sequential nature of vocabulary acquisition; and defining an essential vocabulary for high school graduates. Emphasizes the need for a more…
Descriptors: Elementary Education, Phonics, Reading Instruction, Reading Skills
Elledge, Scott – American Educator, 2001
Discusses the life and work of E.B. White, describing his research on spiders, examining his development of the story, "Charlotte's Web," and explaining how "Charlotte's Web" is a fabric of memories. Notes how this book faces a variety of truths about the human condition and how it celebrates a child's generous view of and love…
Descriptors: Authors, Childrens Literature, Elementary Education
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5