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Direct linkReynolds, Dan – Journal of Research in Reading, 2021
Background: Late secondary-level students (those in their final 2 years of secondary school) preparing for the demands of university and careers increasingly face texts written in academic language. Unfortunately, few intervention studies show how instruction can improve their reading achievement. Methods: The 152 student participants (16-17 years…
Descriptors: Secondary School Students, Reading Comprehension, Academic Language, Reading Instruction
Coulter, Gail A.; Lambert, Michael C. – Learning Disability Quarterly, 2015
The effects of preteaching key words on accuracy and fluency in connected text were examined with three fifth-grade participants identified with learning disability and reading two grade levels below their same age peers. Researchers incorporated a multiple baseline design (i.e., Baseline and Wordlist Intervention) and found that preteaching…
Descriptors: Learning Disabilities, General Education, Access to Education, Reading Fluency
Williams, Joanna P.; Pollini, Simonne; Nubla-Kung, Abigail M.; Snyder, Anne E.; Garcia, Amaya; Ordynans, Jill G.; Atkins, J. Grant – Journal of Educational Psychology, 2014
This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effect expository text, emphasizing clue words, generic questions, graphic organizers, and close…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Grade 2
