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Charalambous, Charalambos Y.; Kyriakides, Ermis – Elementary School Journal, 2017
For years scholars have attended to either generic or content-specific teaching practices attempting to understand instructional quality and its effects on student learning. Drawing on the TIMSS 2007 and 2011 databases, this exploratory study empirically tests the hypothesis that attending to both types of practices can help better explain student…
Descriptors: Teaching Methods, Educational Practices, Instructional Effectiveness, Educational Quality
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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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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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Walpole, Sharon; Amendum, Steven; Pasquarella, Adrian; Strong, John Z.; McKenna, Michael C. – Elementary School Journal, 2017
We compared year-long gains in fluency and comprehension in grades 3-5 in 3 treatment and 4 comparison schools. Treatment schools implemented a comprehensive school reform (CSR) program called Bookworms. The program employed challenging text and emphasized high text volume, aggressive vocabulary and knowledge building, and contextualized strategy…
Descriptors: Elementary Education, Grade 3, Grade 4, Grade 5
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Merchie, Emmelien; Van Keer, Hilde – Elementary School Journal, 2016
This study examined the effectiveness of two instructional mind-mapping approaches to stimulate fifth and sixth graders' graphical summarization skills. Thirty-five fifth- and sixth-grade teachers and 644 students from 17 different elementary schools participated. A randomized quasi-experimental repeated-measures design was set up with two…
Descriptors: Grade 5, Grade 6, Elementary School Students, Elementary School Teachers
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Loftus-Rattan, Susan M.; Mitchell, Alison M.; Coyne, Michael D. – Elementary School Journal, 2016
Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabulary words to preschool students…
Descriptors: Direct Instruction, Vocabulary Development, Preschool Curriculum, Preschool Children
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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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Jordan, Michelle E. – Elementary School Journal, 2015
Research revealing the continued dominance of narrative texts in primary-grade classrooms, coupled with shifts in the American cultural and textual landscape, have prompted educational policy urging teachers to increase the variety of informational texts students read and the authenticity with which students use those texts. The purpose of this…
Descriptors: Elementary School Students, Grade 1, Scaffolding (Teaching Technique), Qualitative Research
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Hoogeveen, Mariëtte; van Gelderen, Amos – Elementary School Journal, 2015
This study examined whether instruction in genre knowledge enriches students' feedback on each other's writing, resulting in better writing quality. In total 140 sixth-grade students (age 11-13) participated in the study. Two approaches to peer response with additional instruction were compared. In one condition, students were taught specific…
Descriptors: Literary Genres, Writing Instruction, Peer Evaluation, Feedback (Response)
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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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Kieffer, Michael J.; Lesaux, Nonie K. – Elementary School Journal, 2012
One dimension of language proficiency considered important for reading and writing academic texts is morphological awareness--the understanding of how complex words are formed from meaningful smaller units (i.e., affixes, roots) that contribute to words' meanings and functions. This quasi-experimental study evaluated the effects of instruction on…
Descriptors: Language Minorities, Middle Schools, Grade 6, English (Second Language)
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Graves, Anne W.; Duesbery, Luke; Pyle, Nicole B.; Brandon, Regina R.; McIntosh, Angela S. – Elementary School Journal, 2011
Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school…
Descriptors: Reading Difficulties, Special Needs Students, Grade 6, Urban Schools
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Neuman, Susan B.; Wright, Tanya S. – Elementary School Journal, 2010
This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments…
Descriptors: Control Groups, Children, Effect Size, Comparative Analysis
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Sailors, Misty; Price, Larry R. – Elementary School Journal, 2010
In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…
Descriptors: Intervention, Observation, Reading Achievement, Reading Strategies
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Coyne, Michael D.; McCoach, D. Betsy; Loftus, Susan; Zipoli, Richard, Jr.; Kapp, Sharon – Elementary School Journal, 2009
The purpose of this study was to compare 2 methods for directly teaching word meanings to kindergarten students within storybook read-alouds that varied in instructional time and depth of instruction along with a control condition that provided students with incidental exposure to target words. Embedded instruction introduces target word meanings…
Descriptors: Reading Aloud to Others, Kindergarten, Vocabulary Development, Teaching Methods
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