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McCutchen, Deborah; Northey, Mary; Herrera, Becky Logan; Clark, Teixeira – Reading and Writing: An Interdisciplinary Journal, 2022
We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1) drew attention to the morphological structure of 40 Tier 2 words drawn from the Academic Word List, (2) taught morphologically related forms of those words, and (3) provided…
Descriptors: Morphology (Languages), Vocabulary Development, Writing Instruction, Writing Achievement
Rose Brooks; Meesha Warmington; Jenny Thomson – Reading and Writing: An Interdisciplinary Journal, 2025
Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves…
Descriptors: Teaching Methods, Vocabulary Development, Intervention, Phonemic Awareness
van Dijken, M. J. – Reading and Writing: An Interdisciplinary Journal, 2023
This study examined the effects of a classroom-focused intervention on different domains of early literacy. The intervention consisted of shared e-book reading combined with a print referencing technique done via a SMART board. The specific goal of the study was to examine whether children could be instructed simultaneously in print knowledge,…
Descriptors: Kindergarten, Young Children, Electronic Books, Story Reading
Stanley, Christopher T.; Petscher, Yaacov; Catts, Hugh – Reading and Writing: An Interdisciplinary Journal, 2018
In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among…
Descriptors: Reading Skills, Reading Comprehension, Kindergarten, Grade 10
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
Tragant Mestres, Elsa; Llanes Baró, Àngels; Pinyana Garriga, Àngels – Reading and Writing: An Interdisciplinary Journal, 2019
Reading-while-listening may be especially well suited for young language learners because of the multimodality provided in many graded readers aimed at this age group (ie., the presence of oral and written text and illustrations). This study compares a group of students who were exposed to 18 sessions of reading-while-listening with a group…
Descriptors: Reading Skills, Listening, Learning Modalities, English Language Learners
Gillon, Gail; McNeill, Brigid; Scott, Amy; Denston, Amanda; Wilson, Leanne; Carson, Karyn; Macfarlane, Angus Hikairo – Reading and Writing: An Interdisciplinary Journal, 2019
This study investigated the feasibility of a teacher implemented intervention to accelerate phonological awareness, letter, and vocabulary knowledge in 141 children (mean age 5 years, 4 months) who entered school with lower levels of oral language ability. The children attended schools in low socioeconomic communities where additional stress was…
Descriptors: Foreign Countries, Intervention, Phonological Awareness, Young Children
Neugebauer, Sabina; Coyne, Michael; McCoach, Betsy; Ware, Sharon – Reading and Writing: An Interdisciplinary Journal, 2017
Research to increase the early vocabulary development of urban students has emphasized the central role of teachers and the ways in which teachers use intervention curricula and strategies in their classroom contexts. This study explores teachers' fidelity to different components of a vocabulary intervention, specifically their use of prescribed…
Descriptors: Kindergarten, Urban Schools, Vocabulary Development, Intervention
Nguyen, Tin Q.; Pickren, Sage E.; Saha, Neena M.; Cutting, Laurie E. – Reading and Writing: An Interdisciplinary Journal, 2020
As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts. Following a miscue, students often self-correct as a strategy to potentially restore ORF and online linguistic comprehension. Executive functions (EF) are hypothesized to…
Descriptors: Oral Reading, Reading Fluency, Language Skills, Language Processing
Oslund, Eric L.; Clemens, Nathan H.; Simmons, Deborah C.; Simmons, Leslie E. – Reading and Writing: An Interdisciplinary Journal, 2018
The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word…
Descriptors: Vocabulary Development, Reading Comprehension, Statistical Analysis, Comparative Analysis
Niklas, Frank; Schneider, Wolfgang – Reading and Writing: An Interdisciplinary Journal, 2015
Early linguistic competencies are necessary prerequisites for later reading and writing abilities and thus for a successful school career. Various child and family characteristics have been identified as important predictors of children's linguistic abilities, such as intelligence or the "home literacy environment" (HLE). Therefore, one…
Descriptors: Foreign Countries, Kindergarten, Family Environment, Environmental Influences
August, Diane; Artzi, Lauren; Barr, Christopher; Francis, David – Reading and Writing: An Interdisciplinary Journal, 2018
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)--extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach…
Descriptors: Academic Discourse, English Language Learners, Grade 2, Elementary School Students
Goodwin, Amanda P. – Reading and Writing: An Interdisciplinary Journal, 2016
This study explores the effectiveness of integrating morphological instruction within comprehension strategy instruction. Participants were 203 students (N = 117 fifth-grade; 86 sixth-grade) from four urban schools who were randomly assigned to the intervention (N = 110; morphological problem-solving within comprehension strategy instruction) or…
Descriptors: Middle School Students, Reading Comprehension, Reading Instruction, Instructional Effectiveness
Dobbs, Christina L.; Kearns, Devin – Reading and Writing: An Interdisciplinary Journal, 2016
Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's…
Descriptors: Vocabulary Development, Academic Discourse, Writing (Composition), Essays
Wise, Nancy; D'Angelo, Nadia; Chen, Xi – Reading and Writing: An Interdisciplinary Journal, 2016
The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…
Descriptors: Phonological Awareness, French, Immersion Programs, At Risk Students
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