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Direct linkBeth M. Phillips; Chelsea Funari; Felesa Oliver; Jennifer Berrien; Pamela W. Burris; Michael P. Mesa – Reading and Writing: An Interdisciplinary Journal, 2022
In the context of the critical need to support children's early language development, teacher knowledge may enhance children's opportunities to build linguistic skills. In this study we explored how early childhood teachers' (n = 86) pedagogical content knowledge for language and vocabulary, and their book-reading implementation across the school…
Descriptors: Pedagogical Content Knowledge, Language Acquisition, Language Skills, Vocabulary Development
Lee, Juhee – Reading and Writing: An Interdisciplinary Journal, 2020
This study examines the relative contributions of linguistic and affective variables to writing performance among students learning English as a foreign language (EFL) in South Korea. In total, 270 middle school students completed four language tests assessing their reading comprehension, grammar knowledge, and descriptive and argumentative…
Descriptors: Middle School Students, Structural Equation Models, English (Second Language), Second Language Learning
McKeown, Debra; Brindle, Mary; Harris, Karen R.; Graham, Steve; Collins, Alyson A.; Brown, Megan – Reading and Writing: An Interdisciplinary Journal, 2016
In this mixed methods study, qualitative, quantitative, and single-case methods were combined to provide a comprehensive investigation of teacher and student outcomes following practice-based professional development (PBPD) for self-regulated strategy development (SRSD) in writing. Qualitative observations were used to determine outcomes among the…
Descriptors: Faculty Development, Individualized Instruction, Coaching (Performance), Mixed Methods Research
Schaars, Moniek M.; Segers, Eliane; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2017
The present longitudinal study aimed to investigate the development of word decoding skills during incremental phonics instruction in Dutch as a transparent orthography. A representative sample of 973 Dutch children in the first grade (M[subscript age] = 6;1, SD = 0;5) was exposed to incremental subsets of Dutch grapheme-phoneme correspondences…
Descriptors: Decoding (Reading), Phonics, Teaching Methods, Reading Instruction
Faust, Miriam; Kandelshine-Waldman, Osnat – Reading and Writing: An Interdisciplinary Journal, 2011
The present study used two letter detection tasks, the classic missing letter effect paradigm and a single word versus familiar word compound version of this paradigm, to study bottom-up and top-down processes involved in reading in normally achieving as compared to low achieving elementary school readers. The research participants were children…
Descriptors: Reading Attitudes, Models, Word Recognition, Reading Instruction
