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Showing 1 to 15 of 49 results Save | Export
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Leyva, Diana; Tamis-LeMonda, Catherine S.; Yoshikawa, Hirokazu – Elementary School Journal, 2019
We examined associations between maternal writing support, math support, and directiveness and children's literacy and math outcomes. Participants were 208 African American, Dominican, Mexican, and Chinese mothers and their first-grade children from low-income households. Mothers were video-recorded playing a grocery game with their children…
Descriptors: Mothers, Elementary School Students, Grade 1, Literacy Education
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Mantzicopoulos, Panayota; French, Brian F.; Patrick, Helen – Elementary School Journal, 2019
We examined associations between the quality of kindergarten teachers' mathematics instruction and their students' achievement and motivation in mathematics. Using a sample of 20 kindergarten teachers and their 285 students, we rated 5 video-recorded mathematics lessons per teacher throughout the spring semester with the Mathematical Quality of…
Descriptors: Educational Quality, Mathematics Instruction, Learning Motivation, Kindergarten
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Chow, Jason C.; Wehby, Joseph H. – Elementary School Journal, 2019
The purposes of this study were (a) to test the efficacy of whole-class equal-sign instruction, (b) to contrast the effects of symbolic and nonsymbolic instructional representation, (c) to determine whether visual representation compensated for language deficits, and (d) to evaluate maintenance of intervention. We randomly assigned 195 children…
Descriptors: Grade 2, Symbols (Mathematics), Elementary School Mathematics, Mathematics Instruction
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Barnes, Nicole; Fives, Helenrose; Brighton, Catherine M.; Moon, Tonya R. – Elementary School Journal, 2019
The purpose of this investigation was to explore elementary teachers' beliefs about data and data use. Archived data from 2 research projects were used to address the following research questions: What are kindergarten and fifth-grade literacy teachers' beliefs about data and data use? What functions do the beliefs serve in teachers' actual use of…
Descriptors: Elementary School Teachers, Literacy Education, Teacher Attitudes, Beliefs
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Guo, Daibao; Wright, Katherine Landau; McTigue, Erin M. – Elementary School Journal, 2018
Although visual complexity is increasing and graphics are essential to support readers' comprehension of disciplinary texts, visual literacy receives scant attention. Research suggests that effectively instructing students to interpret discipline-specific graphics would yield better comprehension. However, before this line of inquiry can be…
Descriptors: Content Analysis, Textbooks, Elementary School Students, Science Instruction
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Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie – Elementary School Journal, 2017
This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…
Descriptors: Peer Teaching, Vocabulary Development, Kindergarten, Grade 4
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Wright, Tanya S.; Gotwals, Amelia Wenk – Elementary School Journal, 2017
Given the growing evidence of limited attention to science, disciplinary literacy, and oral language in elementary classrooms serving low-income children, this study focused on designing and testing an integrated science and disciplinary language and literacy curriculum aligned with NGSS and CCSS ELA standards for kindergarten. We used…
Descriptors: Kindergarten, Science Instruction, Literacy, Oral Language
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Toste, Jessica R.; Capin, Philip; Vaughn, Sharon – Elementary School Journal, 2017
This randomized controlled trial focused on 59 struggling readers in the third and fourth grades (30 female, 29 male) and examined the efficacy of an intervention aimed at increasing students' multisyllabic word reading (MWR). The study also explored the relative effects of an embedded motivational beliefs (MB) training component. Struggling…
Descriptors: Reading Instruction, Randomized Controlled Trials, Reading Comprehension, Reading Fluency
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McGrath, Kevin Francis; Van Bergen, Penny; Sweller, Naomi – Elementary School Journal, 2017
Building on work examining teachers' perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher…
Descriptors: Freehand Drawing, Color, Teacher Student Relationship, Kindergarten
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Powell, Sarah R.; Nelson, Gena – Elementary School Journal, 2017
Competency with mathematics requires use of numerals and symbols as well as an understanding and use of mathematics vocabulary (e.g., "add," "more," "triangle"). Currently, no measures exist in which the primary function is to gauge mathematics-vocabulary understanding. We created a 64-item mathematics-vocabulary…
Descriptors: Mathematics Instruction, Vocabulary Development, Grade 1, Elementary School Students
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Jiang, Hui; Davis, Dawn – Elementary School Journal, 2017
Let's Know! is a language-focused curriculum supplement developed through the Institute of Education Sciences' Reading for Understanding initiative aimed at supporting prekindergarten through grade 3 students' listening and reading comprehension. The current study reports results concerning the impacts of 2 instantiations of Let's Know! on…
Descriptors: Primary Education, Kindergarten, Grade 1, Grade 2
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Elementary School Journal, 2016
This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and…
Descriptors: Curriculum Development, Educational Research, Preschool Education, Kindergarten
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Smith, Jean Louise M.; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith; Kosty, Derek; Baker, Scott K. – Elementary School Journal, 2016
This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…
Descriptors: Intervention, Reading Instruction, At Risk Students, Reading Achievement
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Lee, Phyllis; Bierman, Karen L. – Elementary School Journal, 2016
Poor-quality classroom and school contexts may impede the academic and behavioral adjustment of low-income students when they transition into kindergarten. Several studies have examined the impact of teacher-student interactions on student progress, whereas others have explored the impact of school-level adversity (e.g., student poverty, school…
Descriptors: Kindergarten, Elementary School Students, Grade 1, Teacher Student Relationship
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Brizuela, Bárbara M. – Elementary School Journal, 2016
In this article, I analyze episodes from two third-grade classrooms drawn from a larger classroom teaching experiment to explore how these students began to incorporate nonnumerical symbols in their mathematical expressions when asked to represent indeterminate quantities. The article addresses two research questions: What understandings did these…
Descriptors: Grade 3, Mathematical Formulas, Elementary School Mathematics, Mathematics Education
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