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Rowe, Deborah Wells – Reading Research Quarterly, 2019
This study explored the connection between gesture and writing in early childhood. Participants were 139 children ages 2 years 6 months to 5 years 11 months attending two U.S. childcare centers serving low-income, urban families. Qualitative methods were used to record adult--child writing interactions in classroom composing events and in a…
Descriptors: Preschool Children, Writing (Composition), Nonverbal Communication, Child Care Centers
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Pae, Tae-Il – Reading Research Quarterly, 2019
This study examines relations between the first language (L1) and second language (L2) in reading and writing for 211 upper middle school Korean students learning English as a foreign language. Results using path analysis suggest that L1 ability is a significant independent predictor of L2 ability in both reading and writing, providing evidence of…
Descriptors: Native Language, Second Language Learning, Transfer of Training, English (Second Language)
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Levesque, Kyle C.; Kieffer, Michael J.; Deacon, S. Hélène – Reading Research Quarterly, 2019
Skilled reading comprehension is an important goal of educational instruction and models of reading development. In this study, the authors investigated how core skills surrounding morphemes, that is, the minimal units of meaning in language, support the development of reading comprehension. The authors specifically contrast the roles of…
Descriptors: Reading Comprehension, Morphology (Languages), Path Analysis, Grade 3
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Sinclair, Jeanne; Jang, Eunice Eunhee; Vincett, Megan – Reading Research Quarterly, 2019
This study examined the literacy profiles of students from diverse home-language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students' immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition…
Descriptors: Literacy, Profiles, English (Second Language), Second Language Learning
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Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Reading Research Quarterly, 2019
In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and…
Descriptors: Semantics, Networks, Vocabulary Development, Taxonomy
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Hattan, Courtney – Reading Research Quarterly, 2019
Students' ability to comprehend what they read is greatly influenced by what they already know and have experienced. For this reason, teachers work to activate students' background knowledge prior to reading. Regrettably, the pedagogical techniques available to teachers for activating students' knowledge are quite limited. Further, those available…
Descriptors: Rural Schools, Background, Student Characteristics, Knowledge Level
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Bråten, Ivar; Brante, Eva W.; Strømsø, Helge I. – Reading Research Quarterly, 2019
In this quasi-experimental study, the authors examined the effects of an intervention designed to teach upper secondary school students to take source information, such as author expertise, into consideration when selecting, processing, and using textual resources to complete particular multiple-document literacy tasks. The intervention centered…
Descriptors: Information Sources, Intervention, Secondary School Students, Selection Criteria
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Lupo, Sarah M.; Tortorelli, Laura; Invernizzi, Marcia; Ryoo, Ji Hoon; Strong, John Z. – Reading Research Quarterly, 2019
The purpose of the study was to determine whether easy or challenging versions of texts, when accompanied by different types of instructional support, improved adolescents' reading comprehension, particularly for students with below-average reading comprehension. The authors examined 293 ninth-grade students' reading comprehension of 24 leveled…
Descriptors: Adolescents, Difficulty Level, Reading Improvement, Reading Comprehension
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Herman, Rosalind; E. Kyle, Fiona; Roy, Penny – Reading Research Quarterly, 2019
Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe-to-profoundly…
Descriptors: Deafness, Children, Hearing (Physiology), Oral Communication Method
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Ardoin, Scott P.; Binder, Katherine S.; Zawoyski, Andrea M.; Nimocks, Eloise; Foster, Tori E. – Reading Research Quarterly, 2019
The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary-grade students. One hundred sixty-six students in grades 2-5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after…
Descriptors: Reading Comprehension, Elementary School Students, Reading Processes, Task Analysis
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Heller, Mia C.; Lervåg, Arne; Grøver, Vibeke – Reading Research Quarterly, 2019
In this randomized trial study, the authors examined the efficacy of a practitioner partnership language intervention addressing oral language learning (expressive and receptive) in young language-minority learners from multiple-language groups in Norway. Resource teachers in 16 elementary schools implemented the intervention in the first and…
Descriptors: Oral Language, Intervention, Norwegian, Language Minorities
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Quinn, Margaret F.; Bingham, Gary E. – Reading Research Quarterly, 2019
Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often…
Descriptors: Emergent Literacy, Writing Skills, Preschool Children, Kindergarten
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Baye, Ariane; Inns, Amanda; Lake, Cynthia; Slavin, Robert E. – Reading Research Quarterly, 2019
Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment…
Descriptors: Secondary School Students, Reading Programs, Reading Research, Small Group Instruction
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Fisher, Rick – Reading Research Quarterly, 2019
A persisting gap in the field of disciplinary literacy is lack of conceptual clarity around the term "discipline." In this theoretical article, the author explains some concerns with existing definitional imprecision and argues that genre-oriented activity theory offers a way to reconceptualize the focus of disciplinary literacy,…
Descriptors: Content Area Reading, Literacy, Literary Genres, Academic Language
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Lewis, Mark A.; Zisselsberger, Margarita Gómez – Reading Research Quarterly, 2019
The authors illustrate ways that diverse linguistic repertoires were constrained within a set of classroom book club discussions among sixth-grade students and their teachers in a public school setting. The study took place in a U.S. Mountain West middle school with a majority population of Latinx students, many of whom were emerging bilinguals…
Descriptors: Books, Clubs, Scaffolding (Teaching Technique), Bilingualism
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