Background: Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at…

This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

The present study aimed at testing theoretical predictions of the fuzzy-trace theory about true and false recognition. The effects of semantic relatedness and study opportunity on true and false recognition of words from Deese, Roediger, McDermott lists (J. Deese, 1959; D. R. Read, 1996; H. L. Roediger & K. B. McDermott, 1995) were evaluated…