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Direct linkSwanson, H. Lee; Orosco, Michael J.; Kudo, Milagros Fatima – Reading & Writing Quarterly, 2017
This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…
Descriptors: Reading Assignments, English Language Learners, Reading Achievement, Predictor Variables
Hipfner-Boucher, Kathleen; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi – First Language, 2014
This study examines the relationship between complex oral language and phonological awareness in the preschool years. Specifically, the authors investigate the relationship between concurrent measures of oral narrative structure (based on measures of both story retell and generation), and measures of blending and elision in a sample of 89 children…
Descriptors: Oral Language, Preschool Children, Phonological Awareness, Memory
Jennifer P. Cheatham; Jill H. Allor; J. Kyle Roberts – Learning Disability Quarterly, 2014
This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read…
Descriptors: Grade 2, Elementary School Students, Reading Skills, Drills (Practice)
Ball, Carrie R.; Finch, W. Holmes; Gettinger, Maribeth – Preventing School Failure, 2014
Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the…
Descriptors: Kindergarten, At Risk Students, Classroom Environment, Context Effect
Michael D. Coyne; Mary Little; D'Ann Rawlinson; Deborah Simmons; Oi-man Kwok; Minjun Kim; Leslie Simmons; Shanna Hagan-Burke; Christina Civetelli – Journal of Research on Educational Effectiveness, 2013
The purpose of this varied replication study was to evaluate the effects of a supplemental reading intervention on the beginning reading performance of kindergarten students in a different geographical location and in a different instructional context from the initial randomized trial. A second purpose was to investigate whether students who…
Descriptors: Reading Achievement, Program Effectiveness, Intervention, Kindergarten
