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Direct linkTortorelli, Laura S.; Lupo, Sarah M.; Wheatley, Barbara C. – Reading Research Quarterly, 2021
Advocates of the science of reading have argued that (a) teacher preparation programs do not provide adequate preparation to teach code-related reading skills; (b) as a result, teachers lack knowledge of this area of literacy development; and (c) without that knowledge, teachers are unable to effectively teach students to read. In this integrative…
Descriptors: Preservice Teacher Education, Preservice Teachers, Reading Instruction, Decoding (Reading)
John Z. Strong; Blythe E. Anderson – Reading & Writing Quarterly, 2024
The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school…
Descriptors: Summer Programs, Reading Achievement, Program Effectiveness, Elementary School Students
Guerin, Julia M.; Sylvia, Allison M.; Yolton, Kimberly; Mano, Quintino R. – Journal of Research in Reading, 2020
Background: Multiple perspectives on cognitive development, including Cattell's Investment Theory (1963, 1987), suggest that fluid reasoning (Gf) is foundational to the development of academic knowledge and skills. Yet little is known of the role that Gf may play in reading achievement, particularly in comparison with a larger literature…
Descriptors: Role, Intelligence, Phonemic Awareness, Word Recognition
Davis, Andrew – Journal of Philosophy of Education, 2012
In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component "skills" of reading, an assumption vigorously contested in this…
Descriptors: Foreign Countries, Higher Education, Reading Instruction, Teaching Methods
Trainin, Guy; Wilson, Kathleen M.; Murphy-Yagil, Malinda; Rankin-Erickson, Joan L. – Journal of Education for Students Placed at Risk, 2014
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, & Trainin, 2006; Calfee & Patrick, 1995), which includes attention to articulation and metacognition, with a more traditional…
Descriptors: Metacognition, Intervention, Grade 3, Elementary School Students
Watkins, Marley W.; Hall, Tracey E.; Worrell, Frank C. – Journal of Educational & Psychological Consultation, 2014
In this article, we report on a multiyear consultation project between a consulting team based in the United States and the Ministry of Education in Trinidad and Tobago. The project was initiated with a request for training in counseling for secondary school students but ended with the training of personnel from the Ministry of Education in…
Descriptors: Foreign Countries, Consultation Programs, Guidance Programs, Student Personnel Services
