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Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M. – Early Education and Development, 2017
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…
Descriptors: Preschool Children, Preschool Teachers, Literacy Education, Curriculum
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Grantee Submission, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H. – Reading & Writing Quarterly, 2018
This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…
Descriptors: After School Programs, After School Education, Literacy, Tutoring
Sawangsamutchai, Yutthasak; Rattanavich, Saowalak – English Language Teaching, 2016
The objective of this research is to compare the English reading comprehension and motivation to read of seventh grade Thai students taught with applied instruction through the genre-based approach and teachers' manual. A randomized pre-test post-test control group design was used through the cluster random sampling technique. The data were…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Secondary School Students
Johanson, Megan; Justice, Laura M.; Logan, Jessica – Applied Developmental Science, 2016
Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding,…
Descriptors: Kindergarten, Preschool Education, Language Skills, Intervention
Portes, Pedro R.; Canche, Manuel S. Gonzalez; Stollberg, Robert – Society for Research on Educational Effectiveness, 2016
The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an…
Descriptors: Small Group Instruction, English Language Learners, Second Language Instruction, Standardized Tests
Wiggins, Meg; Parrao, Constanza Gonzalez; Austerberry, Helen; Ingold, Anne – Education Endowment Foundation, 2017
The Foreign Language Learning (FLL) programme aimed to improve the English language attainment of Year 3 and 4 pupils through a detailed curriculum of weekly French classes with linked activity in English lessons. The programme, created by the Education Development Trust (formerly CfBT), lasted for three half-terms. French classes were 45 minutes…
Descriptors: Second Language Learning, Second Language Instruction, French, Literacy