NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)1
Since 2016 (last 10 years)5
Since 2006 (last 20 years)5
Descriptor
Elementary School Students5
Hierarchical Linear Modeling5
Knowledge Level5
Grade 13
Intervention3
Learner Engagement3
Program Effectiveness3
Reading Comprehension3
Content Area Reading2
Emergent Literacy2
Literacy2
Reading Aloud to Others2
Reading Fluency2
Reading Tests2
Academically Gifted1
Age Differences1
At Risk Students1
Biographies1
Competence1
Control Groups1
Conventional Instruction1
Correlation1
Culturally Relevant Education1
Effect Size1
Elementary School Teachers1
More ▼
Source
Elementary School Journal1
Gifted Child Quarterly1
Grantee Submission1
Journal of Educational…1
Teachers College Record1
Author
James S. Kim2
Jeff Elmore2
Jill Fitzgerald2
Mary A. Burkhauser2
Adelson, Jill L.1
Catherine A. Asher1
Catherine Asher1
Compton, Donald L.1
Cunningham, Christine M.1
Elleman, Amy M.1
Gilbert, Jennifer K.1
Jackie Eunjung Relyea1
Jackie Eunyung Relyea1
Kidd, Kristy A.1
Laura M. Mesite1
Laura Mesite1
López, Francesca A.1
Olinghouse, Natalie G.1
Robinson, Ann1
Spencer, Jane Lawrence1
More ▼
Publication Type
Reports - Research5
Journal Articles4
Tests/Questionnaires1
Education Level
Elementary Education5
Early Childhood Education4
Primary Education4
Grade 13
Grade 31
Grade 41
Grade 51
Intermediate Grades1
Middle Schools1
Audience
Location
Arizona1
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…2
What Works Clearinghouse Rating
Meets WWC Standards without Reservations1
Meets WWC Standards with or without Reservations1
Showing all 5 results Save | Export
Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
James S. Kim; Mary A. Burkhauser; Laura M. Mesite; Catherine A. Asher; Jackie Eunjung Relyea; Jill Fitzgerald; Jeff Elmore – Journal of Educational Psychology, 2021
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…
Descriptors: Reading Comprehension, Learner Engagement, Intervention, Program Effectiveness
Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
James S. Kim; Mary A. Burkhauser; Laura Mesite; Catherine Asher; Jackie Eunyung Relyea; Jill Fitzgerald; Jeff Elmore – Grantee Submission, 2020
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…
Descriptors: Reading Fluency, Elementary School Students, Emergent Literacy, Reading Tests
Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students
Peer reviewed Peer reviewed
Direct linkDirect link
Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L. – Elementary School Journal, 2017
This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…
Descriptors: Reading Strategies, Reading Comprehension, Vocabulary, Knowledge Level
A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum
PDF on ERIC Download full text
Direct linkDirect link
Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M. – Gifted Child Quarterly, 2018
Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…
Descriptors: Talent Development, Low Income Groups, Engineering Education, Quasiexperimental Design
Culturally Responsive Pedagogies in Arizona and Latino Students' Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
López, Francesca A. – Teachers College Record, 2016
Background: Despite numerous educational reform efforts aimed at aggressively addressing achievement disparities, Latinos continue to underperform in school. In sharp contrast to the belief that the inordinate achievement disparities among Latino students stem from deficiencies, some researchers assert that culturally responsive teaching (CRT)…
Descriptors: Culturally Relevant Education, Hispanic American Students, Teaching Methods, Identification (Psychology)