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Doris Luft Baker; Lana Santoro – Reading Teacher, 2023
In this manuscript we show how readalouds can significantly enrich student vocabulary and comprehension by demonstrating enhancements that will foster student learning and language development. We anchor our examples to empirical evidence demonstrating that the content of a readaloud (i.e., the what we teach) as well as the quality of the…
Descriptors: Grade 1, Students, Reading Aloud to Others, Vocabulary Development
Morton, Tami; Akram, Sarah – English in Texas, 2022
Because of the COVID-19 pandemic, young children did not attend school in the traditional setting. However, many teachers, schools, and districts conducted online instruction to allow students to still learn despite the restrictions. After two years, teachers and students returned to the classrooms and schools. However, the time away from school…
Descriptors: Elementary School Teachers, Grade 1, Social Emotional Learning, Childrens Literature
Håland, Anne; Hoem, Toril Frafjord; McTigue, Erin Margaret – Early Childhood Education Journal, 2021
Read-alouds are a frequent practice in early childhood classrooms and provide great potential for developing literacy skills for young learners including vocabulary, comprehension, text structure awareness, visual literacy, and fluency. Yet, any potential benefit of read-alouds depends on how the teacher enacts a read-aloud, particularly in…
Descriptors: Foreign Countries, Oral Reading, Reading Aloud to Others, Grade 1
Baker, Doris Luft; Santoro, Lana; Biancarosa, Gina; Baker, Scott K.; Fien, Hank; Otterstedt, Janet – Reading and Writing: An Interdisciplinary Journal, 2020
We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n=19) or comparison condition (n=20). Teachers in the treatment…
Descriptors: Intervention, Grade 1, Elementary School Students, Vocabulary Development
Baker, Doris Luft; Santoro, Lana; Biancarosa, Gina; Baker, Scott K.; Fien, Hank; Otterstedt, Janet – Grantee Submission, 2020
We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n = 19) or comparison condition (n = 20). Teachers in the treatment…
Descriptors: Intervention, Grade 1, Elementary School Students, Vocabulary Development
Wintre Foxworth Johnson; Saba Khan Vlach; Maria Leija – Reading Research Quarterly, 2025
The current climate of K-12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that…
Descriptors: Reading Comprehension, Culturally Relevant Education, Emergent Literacy, Teaching Methods
Miller, Bridget; Martin, Christie; Ford, Diane – Science and Children, 2021
This article explores how Ms. Ford, a first-grade teacher, integrated literary tools to engage students in higher-level thinking and meaning making. Through the use of teacher talk, eliciting responses, asking for clarity, and expanding on student responses, she utilized discourse to support students in making meaning. Ms. Ford's first-grade…
Descriptors: Science Instruction, Teaching Methods, Grade 1, Elementary School Students
Beauchemin, Faythe – English Teaching: Practice and Critique, 2021
Purpose: The purpose of this paper is to work toward more fully conceptualizing literacy practices as social by theorizing the combined relational and intellectual context for learning. This context is created through students' and their teachers' uses of language. In particular, the quality of language that creates this intellectual relational…
Descriptors: Literacy, Literacy Education, Language Usage, Teacher Student Relationship
Brown, Elizabeth; Rosenthal, Julie; Dynega, Nicole – International Journal of Whole Schooling, 2018
This article explores a first-grade team's efforts to develop a family-school literacy partnership. The first-grade teachers wrote and developed the "Family at Home Literacy Questionnaire" to understand how their first graders selected texts and read with family members at home. The findings identified a number of unexpected at-home…
Descriptors: Teaching Methods, Literacy Education, Family School Relationship, Family Programs
Muthukrishnan, Rani – International Journal of Early Childhood Environmental Education, 2019
Picture books have the potential to engage students in multimodal ways of learning in early education setting. This pilot study aims to investigate the efficacy of using picture books specifically written to convey increasingly complex ecosystem concepts and their influence on introducing ecoliteracy to first-grade students. Under the central…
Descriptors: Picture Books, Teaching Methods, Environmental Education, Ecology
Bender, Franklin W. – ProQuest LLC, 2018
The purpose of this study was to explore the linguistic architecture of instructional language used during first grade read aloud lessons. The participants were from the CTL Year-3 Read Aloud study. The study's random assignment created 20 teachers in the treatment group and 19 teachers in the control group. My study investigated the variability…
Descriptors: Grade 1, Elementary School Teachers, Elementary School Students, Reading Aloud to Others
Vollebregt, Meghan; Leggett, Jana; Raffalovitch, Sherry; King, Colin; Friesen, Deanna; Archibald, Lisa M. D. – Child Language Teaching and Therapy, 2021
There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on…
Descriptors: Decoding (Reading), Reading Instruction, Teaching Methods, Program Evaluation
Witte, Priscilla G. – Reading Teacher, 2016
This formative and design study examined how the Complex Text Analysis (CTA) instructional approach provided support for first-grade students to increase their comprehension of texts of increasing complexity. The students in the diverse class participated in weekly lessons during which fictional texts were read aloud and analyzed in terms of key…
Descriptors: Reading Aloud to Others, Grade 1, Reading Comprehension, Teaching Methods
Dougherty Stahl, Katherine A. – Reading Teacher, 2014
Inference generation makes a strong, unique contribution to reading comprehension. Young children engage in many of the same inference generation processes as sophisticated readers. This article discusses instructional practices that can be used in prekindergarten through grade two to help children think beyond the words of the text. Suggestions…
Descriptors: Inferences, Reading Comprehension, Reading Instruction, Young Children
Sensevy, Gérard – Journal of Curriculum Studies, 2014
This paper presents an exploratory study of two consecutive reading sessions conducted in primary school by two different teachers. Our purpose is twofold. From a theoretical viewpoint, we propose a tentative set of conditions of teaching effectiveness by relying on the Joint Action Theory in Didactics. From a methodological viewpoint, drawing on…
Descriptors: Teacher Effectiveness, Primary Education, Grade 1, Elementary School Students