Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Difficulty Level | 3 |
| Reading Comprehension | 3 |
| English Language Learners | 2 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Language Proficiency | 2 |
| Adolescents | 1 |
| Change | 1 |
| Content Analysis | 1 |
| Content Area Reading | 1 |
| Elementary School Science | 1 |
| More ▼ | |
Author
| Arya, Diana J. | 1 |
| Collins, Penelope | 1 |
| Hiebert, Elfrieda H. | 1 |
| Krishnan, Jenell A. | 1 |
| Lee, Joong won | 1 |
| Pearson, P. David | 1 |
| Tate, Tamara P. | 1 |
| Warschauer, Mark | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 2 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Middle Schools | 2 |
| Junior High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| California | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkCollins, Penelope; Tate, Tamara P.; Lee, Joong won; Krishnan, Jenell A.; Warschauer, Mark – Grantee Submission, 2021
We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts…
Descriptors: Adolescents, Grade 7, Grade 8, Middle School Students
What Works Clearinghouse, 2012
The research described in this report is a randomized controlled trial in which seventh- and eighth-grade students were randomly assigned to complete a set of 25 math questions delivered with either standard language or language that had undergone "linguistic modification" by the research team. The purpose of the study was to assess the…
Descriptors: Middle Schools, Grade 7, Grade 8, Mathematics Tests
Arya, Diana J.; Hiebert, Elfrieda H.; Pearson, P. David – International Electronic Journal of Elementary Education, 2011
In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical complexity across four science-related topics ("Tree Frogs, Soil, Jelly Beans and…
Descriptors: Syntax, Reading Comprehension, Content Area Reading, Elementary School Science
