Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
Descriptor
Author
| Bonnie Wing-Yin Chow | 1 |
| Ehri, Linnea C. | 1 |
| Engel, Karen S. | 1 |
| Falcomata, Terry | 1 |
| Gelin Xia | 1 |
| Hang Dong | 1 |
| Jianhong Mo | 1 |
| Miller, Veronica L. | 1 |
| Reutebuch, Colleen K. | 1 |
| Solis, Michael | 1 |
| Steinle, Paul K. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Primary Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Junior High Schools | 1 |
| Kindergarten | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Childhood Autism Rating Scale | 1 |
| Clinical Evaluation of… | 1 |
| Kaufman Brief Intelligence… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkYang Dong; Bonnie Wing-Yin Chow; Gelin Xia; Jianhong Mo; Hang Dong – Reading Research Quarterly, 2025
The article explored the impact of topic background knowledge (TBK) on children's language ability development and reading-related emotional factors. TBK refers to the foundational knowledge that children possess concerning a specific subject or topic. The content schemata theory suggests that a high level of TBK facilitates information processing…
Descriptors: Language Acquisition, Prior Learning, Kindergarten, Preschool Children
Engel, Karen S.; Ehri, Linnea C. – Journal of Autism and Developmental Disorders, 2021
Central coherence is the ability to perceive and connect salient information in a context such as a narrative text. Individuals with autism exhibit a detail-focused cognitive style of processing information that overlooks connections and shows weak central coherence. A six-session instructional intervention to foster coherence processing was…
Descriptors: Reading Comprehension, Young Children, Grade 1, Grade 2
Download full textSolis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Steinle, Paul K.; Miller, Veronica L.; Vaughn, Sharon – Grantee Submission, 2021
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…
Descriptors: Vocabulary Development, Reading Comprehension, Reading Material Selection, Reader Text Relationship
