NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kristin Keane – Journal of Educational Research, 2025
Multimodal text types hold promise for promoting classroom discourse. Because of the ways that language combines with various other modes such as sound and movement, video-based texts can offer access points for meaning-making and engagement that print-only text cannot. Through the lens of New Literacies, this mixed methods study examines one…
Descriptors: Multimedia Materials, Text Structure, Language Usage, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Jackie E. Relyea; Dennis Davis; Corrie Dobis; Becky Huang; Courtney Samuelson – Journal of Educational Research, 2025
This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…
Descriptors: Multilingualism, English (Second Language), Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Reutzel, D. Ray; Jones, Cindy D.; Clark, Sarah K.; Kumar, Tamara – Journal of Educational Research, 2016
There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending…
Descriptors: Text Structure, Elementary School Teachers, Teacher Surveys, Accuracy
Peer reviewed Peer reviewed
Alvermann, Donna E.; Hynd, Cynthia R. – Journal of Educational Research, 1989
Results are reported from a study which showed that activating competent readers' naive conceptions about a complex science concept is not as effective in dispelling inaccurate information as activating their naive conceptions and then explicitly directing them to read and attend to ideas that might differ from their own. (IAH)
Descriptors: Analysis of Variance, Higher Education, Physics, Prior Learning
Peer reviewed Peer reviewed
Swoope, Karen F.; Johnson, Carole Schulte – Journal of Educational Research, 1988
Results of a study which partially replicated Roller's study of the effects of text-based (text structure) and reader-based (previous knowledge) factors on judgments of importance in exposition, suggest that ratings may be a more sensitive and dependable index of importance judgments than written summaries. (IAH)
Descriptors: Analysis of Variance, Education Majors, Higher Education, Reader Text Relationship
Peer reviewed Peer reviewed
Alvermann, Donna E.; Hague, Sally A. – Journal of Educational Research, 1989
Results of a study involving 55 developmental studies college students indicate that regardless of reading competency levels, prior knowledge activation plus advance warning of possible inconsistencies in the text apparently facilitate students' comprehension of counterintuitive science text better than activation alone. (IAH)
Descriptors: College Students, Developmental Studies Programs, Higher Education, Learning Strategies