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Mel Hall – British Journal of Sociology of Education, 2024
Applying sociological conceptualisations of temporality in the context of families, this article explores shared reading between parents and young children. The research draws on interviews with a sample of 29 parents/carers with pre-school children (predominantly mothers) from diverse backgrounds. Reading with young children provides an…
Descriptors: Foreign Countries, Emergent Literacy, Reading Instruction, Reading Strategies
Philip Capin; Katlynn Dahl-Leonard; Colby Hall; Na Young Yoon; Eunsoo Cho; Eleni Chatzoglou; Sarah Reiley; Melodee Walker; Emma Shanahan; Tim Andress; Sharon Vaughn – Scientific Studies of Reading, 2025
Purpose: Nearly 50 years ago, Durkin (1978-1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to…
Descriptors: Foreign Countries, Reading Comprehension, Elementary School Teachers, Secondary School Teachers
Tiba, Chantyclaire – Reading & Writing: Journal of the Literacy Association of South Africa, 2023
Background: Teachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners' comprehension is improved. Objective: The aim of the…
Descriptors: Direct Instruction, Reading Comprehension, Reading Instruction, Workshops
Steffie Van Der Steen; Ivonne Douma; Ilse Snippe – European Journal of Special Needs Education, 2024
In this study, we randomly assigned struggling readers in special needs education (n = 23; 8-12 years of age) to a dog-assisted reading intervention or a similar intervention without a dog present. Students participated in 30-minute reading sessions twice a week for a total of six weeks. Using two standardised tests we measured reading skills…
Descriptors: Reading Skills, Special Needs Students, Special Education, Animals
Chen, Pei-Yu; Scheibel, Gretchen A.; Henley, Vanessa M.; Wills, Howard P. – Journal of Positive Behavior Interventions, 2022
Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data…
Descriptors: Positive Behavior Supports, Middle School Students, Grade 6, Reading Instruction
Gurjog Bagri; Sana Abrar – Cogent Education, 2024
Strategy instruction during reading can aid metacomprehension producing higher judgement of learning (JOL) and prediction of performance (POP). In contrast, verbal working memory (WM) limitations cause metacognitive deficits and lengthy expository texts impose greater cognitive load. However, impact of cognitive factors and reading lengthy…
Descriptors: Teaching Methods, Reading Strategies, Short Term Memory, Reading Comprehension
Toste, Jessica R.; McLean, Leigh; Peng, Peng; Didion, Lisa; Filderman, Marissa J.; Sparapani, Nicole; Connor, Carol McDonald – Elementary School Journal, 2023
Small-group instruction has the potential to support students' reading growth. Teachers can use knowledge of students' skill profiles to inform the types and amounts of instruction they provide; however, the extent to which teachers do this is largely unknown. Among first (n = 661) and third graders (n = 364), we investigated whether (1) teacher…
Descriptors: Elementary School Students, Grade 1, Grade 3, Elementary School Teachers
Brett Mohar – Reading in a Foreign Language, 2024
L2 extensive reading (ER) research primarily studies intermediate and upper-intermediate learners, but few studies investigate beginners. This study addresses this gap by reporting on beginner Japanese as Foreign Language (JFL) learners' attempts to do ER according to Waring and McLean's (2015) ER principles. In this study, 13 second-semester…
Descriptors: Reading Instruction, Introductory Courses, Reading Comprehension, Reading Rate
Torrin R. Shimono – Reading in a Foreign Language, 2023
The effects of extensive, timed, and repeated oral reading on 101 lower-intermediate Japanese university L2 English learners' reading rates and comprehension were investigated over one academic year. The participants were divided into four quasiexperimental groups: (a) Group 1 did extensive, timed, and repeated oral reading with prosody and…
Descriptors: Reading Strategies, Teaching Methods, Reading Instruction, Oral Reading
Irina Elgort; Elisabeth Beyersmann – Studies in Second Language Acquisition, 2024
Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive…
Descriptors: Adults, English Learners, Native Speakers, Non English Speaking
Carr, Chelsea E.; Umbreit, John; Hartzell, Rebecca – Behavioral Disorders, 2022
This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their…
Descriptors: Difficulty Level, Behavior Disorders, Emotional Disturbances, Time on Task
Engel, Mimi; Jacob, Robin; Claessens, Amy; Erickson, Anna – Educational Researcher, 2021
Using data from 82 classroom observations conducted in a large urban school district, we explore how kindergartners spend their time in general and across schools serving children from lower and higher income households. Consistent with prior research, we find that kindergartners spend the majority of instructional time on reading and mathematics,…
Descriptors: Kindergarten, Urban Schools, Time on Task, Low Income Students
Reed, Deborah K.; Meginnis, Tracy; Park, Seohee; Gibbs, Anna – Remedial and Special Education, 2023
This study sought to better understand how schools were addressing U.S. state policies targeting summer reading interventions for students not meeting accountability standards. Survey data were gathered from 580 public and private elementary schools in one state (67% response rate) regarding the barriers to offering summer programs,…
Descriptors: Elementary Schools, Summer Programs, Reading Programs, Intervention
Hong, Yihua; Hong, Guanglei – AERA Open, 2021
This study is focused on the threat of retention associated with test-based promotion in Grade 3. Through analyzing the Early Childhood Longitudinal Study Kindergarten Class of 1998-1999 data, we found that schools having such a policy apparently increased math instructional time but not reading instructional time in Grade 3. On average, the…
Descriptors: Student Promotion, Tests, Time on Task, Grade 3
Koroglu, Mustafa; Balci, Ahmet – International Journal of Assessment Tools in Education, 2022
The aim of this study is to determine the practices of middle school 8th grade Turkish teachers towards comprehension (reading) teaching in the process of learning-teaching Turkish lessons and how long they allocate for these practices. The model of the research is the case study model, which is one of the qualitative research methods. The…
Descriptors: Classroom Techniques, Turkish, Middle School Teachers, Language Teachers