Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Georgiou, George | 1 |
| Geres-Smith, Rhonda | 1 |
| Johnston, Lauren E. | 1 |
| Maiorino, Kristina | 1 |
| Mercer, Sterett H. | 1 |
| Parrila, Rauno | 1 |
| Savage, Robert | 1 |
| Stipek, Deborah | 1 |
| Valentino, Rachel A. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
Audience
Location
| Canada | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 3 |
| Dynamic Indicators of Basic… | 2 |
| McCarthy Scales of Childrens… | 1 |
| National Longitudinal Survey… | 1 |
| Peabody Individual… | 1 |
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJohnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda – Canadian Journal of School Psychology, 2018
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
Descriptors: Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction
Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina – Scientific Studies of Reading, 2018
We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…
Descriptors: Reading Instruction, Intervention, Graphemes, At Risk Students
Stipek, Deborah; Valentino, Rachel A. – Journal of Educational Psychology, 2015
Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more…
Descriptors: Young Children, Longitudinal Studies, National Surveys, Short Term Memory
