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Wallot, Sebastian – Discourse Processes: A multidisciplinary journal, 2017
Processes of naturalistic reading and writing are based on complex linguistic input, stretch-out over time, and rely on an integrated performance of multiple perceptual, cognitive, and motor processes. Hence, naturalistic reading and writing performance is nonstationary and exhibits fluctuations and transitions. However, instead of being just…
Descriptors: Statistical Analysis, Reading, Writing (Composition), Repetition
Hebert, Michael; Simpson, Amy; Graham, Steve – Reading and Writing: An Interdisciplinary Journal, 2013
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…
Descriptors: Comparative Analysis, Measurement Techniques, Meta Analysis, Elementary Secondary Education

Johnson, Harold A.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Finds that the strategies used by children with hearing impairments to invent spellings were developmentally and phonologically similar to those used by hearing children. (SR)
Descriptors: Comparative Analysis, Developmental Stages, Elementary Secondary Education, Hearing Impairments

Laflamme, John G. – Journal of Adolescent & Adult Literacy, 1997
Finds that high school students (grade 10) who were exposed to the Multiple Exposure Vocabulary Method in combination with the Target Reading/Writing Strategy received a significantly better verbal score on the Preliminary Scholastic Aptitude Test than students who received more traditional instruction. (SR)
Descriptors: Comparative Analysis, Grade 10, High Schools, Instructional Effectiveness

Walters, Keith; And Others – Language Arts, 1987
Examines two trends in research on literacy--formal and functional literacy--by analyzing some assumptions held by researchers representative of each. Indicates that formalists view literacy as mastery of linguistic and textual forms, while functionalists see it as the ability to use appropriate discourse forms to accomplish desired ends. (SKC)
Descriptors: Communication Research, Comparative Analysis, Educational Theories, Elementary Secondary Education

Perin, Dolores – Reading Psychology, 1998
States that previous research shows links between children's reading comprehension and various writing skills but little is known about reading-writing relationships in adult students. Investigates such relationships in health-care workers attending an adult literacy program. Finds that writing of poorer readers showed significantly lower level of…
Descriptors: Adult Reading Programs, Adult Students, Comparative Analysis, Postsecondary Education
Shanahan, Timothy; Lomax, Richard G. – 1986
A study compared and evaluated alternative theoretical models of the relationship of learning to read and learning to write at beginning and advanced levels of reading development. The reading dimensions of the three models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included…
Descriptors: Comparative Analysis, Elementary Education, Grade 2, Grade 5

Dahl, Karin L.; Freppon, Penny A. – Reading Research Quarterly, 1995
Observes low socioeconomic-level learners during literacy instruction for two years. Finds similarities in learner concern about accuracy. Notes that cross-curricular differences centered on applications of phonics knowledge, responses to literature, coping strategies, and learner perceptions of themselves as readers and writers. Finds a…
Descriptors: Comparative Analysis, Longitudinal Studies, Phonics, Primary Education
Caswell, Ruth M.; Heim, Kathy – 1988
A study examined the effect of using mapping as a mediating strategy to produce written summaries and improve comprehension of poor readers in the fifth grade. Twenty-three students from two Chapter 1 classrooms in northern Illinois, all classified as poor readers, were divided into experimental (13 children) and control (10 children) groups. The…
Descriptors: Comparative Analysis, Grade 5, Intermediate Grades, Reading Comprehension
Hertz-Lazarowitz, Rachel; Schaedel, Bruria – 1997
A study investigated the effectiveness of the Success for All (SFA) program developed at Johns Hopkins University. The program emphasizes prevention of failure, personal tutoring, family-school program, and regular evaluation of student progress. In 1996, the program involved schools in northern Israel--Arabic and Jewish, religious and secular.…
Descriptors: Comparative Analysis, Cross Cultural Studies, Elementary Education, Foreign Countries
Richgels, Donald J.; Barnhart, June E. – 1994
A study examined the concurrent development of reading and writing behaviors in a cross section of preschool and kindergarten children across diverse language and literacy tasks. Subjects, 16 preschool children attending a university laboratory school and 12 kindergarten children from two classrooms in a large suburban school district, were…
Descriptors: Beginning Reading, Comparative Analysis, Developmental Stages, Early Childhood Education
van Kraayenoord, Christina E.; And Others – 1993
A study examined the development of reading, written expression and listening comprehension over 3 years. The participants were 77 students in Brisbane, Australia, who were identified by school staff as having a learning difficulty at the end of grade one and who were matched with the same number of normally achieving children attending the same…
Descriptors: Comparative Analysis, Elementary Education, Foreign Countries, Learning Problems

Cox, Beverly E.; And Others – Reading Research Quarterly, 1990
Examines the relationship between children's reading performance and their use of cohesion in writing. Finds that good readers achieved significantly more complex cohesive harmony in their writing than poor readers, who made significantly more inappropriate use of cohesive devices. Concludes that knowledge of cohesion is related to children's…
Descriptors: Cohesion (Written Composition), Comparative Analysis, Elementary Education, Grade 3

Chambless, Jim R.; Chambless, Martha S. – Reading Improvement, 1994
Compares effectiveness of computer-based instruction in K-2 to traditional instruction on the reading and writing achievement of second graders. Finds educationally significant effect sizes on comparisons of reading scores and measures of writing in favor of the computer-based instruction group for at-risk students. Suggests that computer-based…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Grade 2, High Risk Students
Zakaluk, Beverley L. – 1996
A study investigated the effectiveness of integrating computer technology (multimedia learning resources in a "virtual" classroom) with content area and reading and writing curriculum. All students in grades 2 through 5 at Sun Valley Elementary School, Canada, had their reading and writing assessed. In addition, the writing performance…
Descriptors: Comparative Analysis, Computer Uses in Education, Elementary Education, Foreign Countries
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