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Louick, Rebecca; Daley, Samantha G.; Robinson, Kristin H. – Elementary School Journal, 2019
Teachers' thought processes are critical in the adoption of any new teaching practices, including those emphasizing students' autonomous motivation. Teachers' experiences may be particularly important in classes for struggling readers, as these educators must not only support students' development of autonomous learning skills but also deliver…
Descriptors: Reading Instruction, Reading Difficulties, Teaching Methods, Personal Autonomy
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Spichtig, Alexandra N.; Gehsmann, Kristin M.; Pascoe, Jeffrey P.; Ferrara, John D. – Elementary School Journal, 2019
This randomized controlled trial examined the impact of adaptive, web-based, scaffolded silent reading instruction on 426 fourth- and fifth-grade students in an urban US school district. Reading proficiency was evaluated in the fall and spring using the Group Reading Assessment Diagnostic Evaluation (GRADE) and an eye movement recording system…
Descriptors: Teaching Methods, Web Based Instruction, Scaffolding (Teaching Technique), Grade 4
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Troyer, Margaret – Elementary School Journal, 2019
Curriculum designers often assume that teachers implement curricula as written, yet research shows that all teachers adapt curricula. Adaptation is especially important in the context of sustained curriculum implementation, as some level of adaptation may be necessary for teachers to feel ownership over a program. However, whereas some adaptations…
Descriptors: Curriculum Development, Media Adaptation, Literacy Education, Reading Programs
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Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D. – Elementary School Journal, 2018
This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions,…
Descriptors: Faculty Development, Reading Teachers, Rural Schools, Reading Instruction
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Foorman, Barbara R.; Herrera, Sarah; Dombek, Jennifer – Elementary School Journal, 2018
This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions--1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in…
Descriptors: Alignment (Education), Reading Materials, Elementary School Students, Primary Education
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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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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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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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Zvoch, Keith – Elementary School Journal, 2016
Piecewise growth models (PGMs) were used to estimate and model changes in the preliteracy skill development of kindergartners in a moderately sized school district in the Pacific Northwest. PGMs were applied to interrupted time-series (ITS) data that arose within the context of a response-to-intervention (RtI) instructional framework. During the…
Descriptors: Kindergarten, Emergent Literacy, Skill Development, School Districts
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Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K. – Elementary School Journal, 2014
The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…
Descriptors: Direct Instruction, Reading Instruction, Reading Programs, Content Analysis
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Murray, Maria S.; Munger, Kristen A.; Hiebert, Elfrieda H. – Elementary School Journal, 2014
In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…
Descriptors: Reading Programs, Intervention, Reading Instruction, Comparative Analysis
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Wright, Tanya S.; Neuman, Susan B. – Elementary School Journal, 2013
The purpose of this study was to examine the extent to which commonly used core reading curricular materials supported research-based pedagogical features for oral vocabulary instruction in kindergarten. A document analysis was completed for 12 weeks of instructional materials from the teacher's editions of the 4 most widely used curricula.…
Descriptors: Reading Instruction, Core Curriculum, Kindergarten, Vocabulary Development
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Heineke, Sally F. – Elementary School Journal, 2013
Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…
Descriptors: Professional Development, Elementary School Teachers, Coaching (Performance), Discourse Analysis
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McMaster, Kristen L.; Han, Insoon; Coolong-Chaffin, Melissa; Fuchs, Douglas – Elementary School Journal, 2013
In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who…
Descriptors: Kindergarten, School Districts, Peer Teaching, Reading Achievement
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Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet – Elementary School Journal, 2013
This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…
Descriptors: Grade 1, Elementary School Students, Program Evaluation, Intervention
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