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Zhang, Jie; Lo, Meng-Ting; Lin, Tzu-Jung – Reading and Writing: An Interdisciplinary Journal, 2023
This study investigated how word and child characteristics affect children's ability to learn the meanings of novel words. Participants were fourth- and fifth-graders representing native English speakers (NE) and bilingual learners with fluent English proficiency (FEP) and designated English Learners (EL). Students were taught the meanings of a…
Descriptors: Vocabulary Development, Grade 4, Grade 5, Elementary School Students
Gabriella Reynolds; Krystal L. Werfel; Sarah Hudgins; Stephen Camarata; Fred H. Bess – Exceptional Children, 2024
The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech…
Descriptors: Spelling, Error Patterns, Hearing Impairments, Correlation
Asadi, Ibrahim A.; Asli-Badarneh, Abeer; Janaideh, Redab Al; Khateb, Asaid – Reading and Writing: An Interdisciplinary Journal, 2023
This study investigated the strength of lexical and non-lexical processing among Arabic (L1) English (L3)-speaking children (fourth and fifth grades, N = 532) in two writing systems that vary in terms of transparency. Children were assessed using word reading, phonological and vocabulary measures. In Arabic, the study focused on standard form.…
Descriptors: Arabic, English (Second Language), Language Processing, Grade 4
Amanda A. Ault – ProQuest LLC, 2020
The achievement gap is ever growing in the United States educational system. Low socioeconomic students is one demographic group who is targeted for educators to evaluate teaching and learning. Academic vocabulary is a targeted piece of language that is integrated into all content areas in school that makes content comprehensible. Low…
Descriptors: Low Income Students, English Language Learners, Teaching Methods, Semantics
Paz Suárez-Coalla; Luis Castejón; Marina Vega-Harwood; Cristina Martínez-García – Reading and Writing: An Interdisciplinary Journal, 2024
Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader's…
Descriptors: English (Second Language), Second Language Learning, Reading Achievement, Spanish Speaking
Collins, Ginger; Wolter, Julie A.; Meaux, Ashley Bourque; Alonzo, Crystle N. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The…
Descriptors: Morphology (Languages), Phonological Awareness, Reading Skills, Writing Skills
O'Connor, Megan; Geva, Esther; Koh, Poh Wee – Journal of Learning Disabilities, 2019
This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants…
Descriptors: English Language Learners, Semantics, Listening Comprehension, Reading Comprehension
Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.; Jones, Renata Love; Hartranft, Anna M. – Reading Research Quarterly, 2020
Students are expected to comprehend and produce increasingly complex texts in upper elementary school, and academic language and literacy skills are considered critical to meeting these expectations. Notions of academic language are also controversial and require careful deliberation when applied to traditionally minoritized populations, including…
Descriptors: Bilingual Education, Bilingual Students, Reading Instruction, Academic Language
Gellert, Anna S. – Language, Speech, and Hearing Services in Schools, 2023
Purpose: The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention…
Descriptors: Vocabulary, Vocabulary Development, Morphology (Languages), Intervention
Davidson, Sean J.; O'Connor, Rollanda E. – Journal of Applied Behavior Analysis, 2019
Many English language learners (ELL) experience academic and reading difficulties compared to native English speakers (NES). Lack of vocabulary knowledge is a contributing factor for these difficulties. Teaching students to analyze words into their constituent morphemes (meaningful word units) in order to determine the meaning of words may be an…
Descriptors: Vocabulary, Knowledge Level, Intervention, Morphemes
Eunsoo Cho; Unhee Ju; Eun Ha Kim; Minhye Lee; Garam Lee; Donald L. Compton – Scientific Studies of Reading, 2023
Purpose: We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate…
Descriptors: Student Motivation, Goal Orientation, Reading Comprehension, Reading Difficulties
Bauminger-Zviely, Nirit; Alon, Mor; Brill, Alit; Schorr-Edelsztein, Hani; David, Tzuriel; Tubul, Gila; Al-Yagon, Michal – Journal of Special Education, 2019
The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys…
Descriptors: Autism, Pervasive Developmental Disorders, Learning Disabilities, Cognitive Processes
Hiebert, Elfrieda H.; Scott, Judith A.; Castaneda, Ruben; Spichtig, Alexandra – Education Sciences, 2019
The two studies reported on in this paper examine the features of words that distinguish students' performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and…
Descriptors: Difficulty Level, English Language Learners, Elementary School Students, Secondary School Students
Goodwin, Amanda P.; Petscher, Yaacov; Tock, Jamie – Language, Speech, and Hearing Services in Schools, 2020
Purpose: The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading…
Descriptors: Morphology (Languages), Phonological Awareness, Reading Comprehension, Vocabulary
Eunsoo Cho; Unhee Ju; Eun Ha Kim; Minhye Lee; Garam Lee; Donald L. Compton – Grantee Submission, 2022
Purpose: We examined the extent to which achievement goals predict reading comprehension, measured by two response formats (free recall and constructed response), and how these relations differ for students with and without reading difficulties (RD). We further explored how executive functions (working memory and semantic verbal fluency) mediate…
Descriptors: Student Motivation, Goal Orientation, Reading Comprehension, Reading Difficulties