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Direct linkElfrieda H. Hiebert – Journal of Adolescent & Adult Literacy, 2025
Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to…
Descriptors: Expository Writing, Reading Comprehension, Reading Instruction, Teaching Methods
Cahill, Gail; Govendo, Barbara – Learning Disabilities: A Multidisciplinary Journal, 2014
The National Assessment of Educational Progress and the Common Core State Standards require students, starting in elementary school, to read an increasing amount of informational text (U.S. Department of Education, 2010). Students with learning disabilities, however, typically struggle with expository text and require even more direct instruction…
Descriptors: Learning Disabilities, Reading Instruction, Intervention, Reading Strategies
Download full textBaker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria – International Electronic Journal of Elementary Education, 2011
The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…
Descriptors: Books, Reading Achievement, Learner Engagement, Low Income Groups
Education Commission of the States, Denver, CO. National Assessment of Educational Progress. – 1977
The National Assessment of Educational Progress (NAEP) is an information-gathering project that surveys the educational attainments of 9 year olds, 13 year olds, 17 year olds, and adults (ages 26 to 35) in ten learning areas, one of which is writing. This report focuses on persuasive and explanatory letter writing, representing two basic aims of…
Descriptors: Adults, Descriptive Writing, Educational Assessment, Elementary Secondary Education
Knapp, John V.; Slotnick, Henry B. – 1973
This study reports the findings of that part of the 1969-70 National Assessment of Educational Progress which surveyed certain kinds of writing skills. Respondents were children, teenagers, and young adults (ages 26-35) who wrote exercises related to the objectives of (1) writing to communicate adequately in a social situation, (2) writing to…
Descriptors: Business English, Educational Research, Elementary Education, Expository Writing
Applebee, Arthur N.; And Others – 1990
Based on two national assessments of the writing proficiency of representative samples of students in grades 4, 8, and 11 conducted during the school years ending in 1984 and 1988, this report assesses the informative, persuasive, and imaginative writing performance of the nation's students and tracks changes in performance over time. The first…
Descriptors: Educational Assessment, Elementary Secondary Education, Expository Writing, Grade 11
Peer reviewedSchultz, Lucille M.; Laine, Chester H. – Journal of Teaching Writing, 1986
Presents an experimental primary trait rubric designed to assess a writer's support for an argument, and structured as an eleven-cell grid on which a rater can plot a student's score. Describes the grid, and its use in a study of 1,892 eleventh-grade essays. Also describes ways to use the grid to teach invention and arrangement. (JG)
Descriptors: Discourse Analysis, English Instruction, Evaluation Methods, Expository Writing
Mullis, Ina V. S. – 1985
In 1983-84, the National Assessment of Educational Progress (NAEP) administered a 15-task writing assessment in grades 4, 8, and 11. The tasks involved informative, persuasive, and imaginative writing, and were evaluated at one of four levels of success: unsatisfactory; rudimentary or minimal performance; satisfactory; or detailed and controlled…
Descriptors: Age Differences, Creative Writing, Educational Assessment, Elementary Secondary Education
Applebee, Arthur N.; And Others – 1986
The National Assessment of Educational Progress (NAEP) evaluated the writing ability of American students in 1974, 1979, and 1984. Data from 95,000 students were examined for trends over this 10-year period. Writing tasks, including informative, persuasive, and literary or imaginative writing were administered to national samples of students aged…
Descriptors: Academic Achievement, Creative Writing, Educational Assessment, Educational Objectives
