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Kingsley Chinaza Nwosu; Gabriel Chidi Unachukwu; Willem Petrus Wahl; Gregory P. Hickman – European Journal of Psychology of Education, 2024
Research has documented that socio-economically disadvantaged students (SEDSs) lag behind in reading when compared with their counterparts from privileged backgrounds. Although well-designed instructional interventions could improve students' reading achievement, what is still unknown is which pedagogical approach could improve the reading of…
Descriptors: Cooperative Learning, Economically Disadvantaged, Low Income Students, Reading Achievement
Yucheng Cao; Young-Suk Grace Kim – Reading and Writing: An Interdisciplinary Journal, 2025
The current study examined the relation between the amount of literacy instruction and student reading achievement (word reading and reading comprehension), using data from 927 students and their 189 teachers from Grades 1 to 3 in the US. Literacy instruction was observed once in the Fall and once in the Spring each year from two projects. We…
Descriptors: Literacy Education, Grade 1, Grade 2, Grade 3
Jeanne Wanzek; Carla Wood; Christopher Schatschneider – Journal of Speech, Language, and Hearing Research, 2023
Purpose: We sought to examine second grade teachers' word use throughout the school day to identify the amount and type of teacher vocabulary use across content areas as well as to examine relationships between this teacher talk and student language and literacy achievement. Method: Second grade teachers (n = 64) and a random sample of half of…
Descriptors: Vocabulary, Grade 2, Elementary School Teachers, Language Acquisition
Corinthia A. Myrick – ProQuest LLC, 2021
Academic achievement in elementary science achievement scores throughout Title One schools in metro-Atlanta could be identified through analphabetism and improper vocabulary instruction to accommodate students' learning styles. Teaching words explicitly entails extensive time and patience when exposing new science vocabulary. However, teaching…
Descriptors: Grade 5, Correlation, Science Education, Vocabulary Development
Jim Pruitt – ProQuest LLC, 2022
This experimental mixed-methods study explores what happens to student Lexile scores when they use closed captioning. Since the emergence of closed captioning tools in the 1980s, closed captioning has become more mainstream and easier to access today than at any other time in history (Rickelman et al., 1991). Thus, it is through harnessing this…
Descriptors: Captions, Technology Uses in Education, Reading Achievement, Reading Comprehension
Who Says I Can't?: A Four-Year Plan to Erase the Reading Gap and Achieve Proficiency by Fourth Grade
Gwendolyn Battle Lavert; James A. Bellanca – Solution Tree, 2025
Eliminating the reading achievement gap is essential for long-term school success. In "Who Says I Can't?," the authors explain how to close the third-grade reading gap for marginalized students. They supply educators with research, strategies, structure, and support necessary to revise current practices so that all children, regardless…
Descriptors: Reading Achievement, Achievement Gap, Reading Skills, Elementary School Students
Jang, Jeongsuk; Parrila, Rauno; Inoue, Tomohiro – Journal of Psycholinguistic Research, 2023
We examined if North (n = 123) and South Korean (n = 123) children in Grades 3 to 8 studying in South Korea differ in their reading, vocabulary, and literacy-related cognitive skills, and whether language and literacy-related skills contribute to reading outcomes differently among North and South Korean children. The results showed that South…
Descriptors: Thinking Skills, Reading Achievement, Foreign Countries, Elementary School Students
S. Hélène Deacon; Catherine Mimeau; Kyle Levesque; Jessie Ricketts – Developmental Psychology, 2024
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so…
Descriptors: Elementary School Students, Reading Processes, Reading Tests, Story Reading
Valentina Persici; Tamara Bastianello; Erika Hoff; Marinella Majorano – International Journal of Bilingual Education and Bilingualism, 2025
The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…
Descriptors: Receptive Language, Vocabulary Development, Reading Skills, Monolingualism
Barbara Bivar Mendes; John Robert Kirby – Learning Disability Quarterly, 2024
This paper examines the effects of a morphological awareness intervention on the word reading and spelling skills of Grades 4 to 6 children with dyslexia. Sixteen children in eastern Ontario, Canada, received 20 hours of morphologically oriented instruction spread over 6 weeks and eight served as controls, and all received a battery of reading and…
Descriptors: Morphology (Languages), Intervention, Reading Achievement, Spelling
Min Hyun Oh; Jeannette Mancilla-Martinez; Jin Kyoung Hwang – Grantee Submission, 2023
The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in…
Descriptors: Vocabulary Development, Predictor Variables, Bilingual Education, Bilingual Students
Elizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Grantee Submission, 2023
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…
Descriptors: Faculty Development, Program Effectiveness, Fidelity, Grade 4
Pahamzah, John; Syafrizal, Syafrizal; Nurbaeti, Nai – Journal of Language and Linguistic Studies, 2022
The aims of research was to know the implementation of Software kahoot in teaching learning process and whether Software kahoot could be effective tool for enhancing student's achievement on vocabulary mastery and students reading achievement on reading skill, at last, to know about response of students when applying Software kahoot in teaching…
Descriptors: Vocabulary Development, Computer Software, Teaching Methods, Learning Processes
Erbeli, Florina; Rice, Marianne – Reading & Writing Quarterly, 2022
Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…
Descriptors: Outcomes of Education, Silent Reading, Independent Reading, Reading Achievement
Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun – Reading Teacher, 2021
This study examined multilingual learners' achievement and growth in their language and literacy skills. Fifty-two multilingual students in Grades 2 and 4 with varying levels of English proficiency from Spanish-speaking homes in the American South participated in this study. They were assessed on English reading comprehension (RC), English word…
Descriptors: Elementary School Students, Bilingual Students, Multilingualism, Limited English Speaking