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Dougherty Stahl, Katherine A. – Reading Teacher, 2015
High-level comprehension instruction is the focus of the Common Core State Standards in English Language Arts. However, it has been a challenge for states to provide the professional development (PD) needed to support teachers' implementation of the CCSS. Professional learning communities (PLC) are a means of providing school-embedded PD to…
Descriptors: Reading Comprehension, Reading Instruction, Language Arts, State Standards
Ford-Connors, Evelyn; Paratore, Jeanne R. – Review of Educational Research, 2015
Increasing the vocabulary knowledge of young adolescent and adolescent students has been a focal point of educational research and many teacher professional development initiatives. Yet many teachers continue to use traditional, but generally ineffective, methods of classroom-based vocabulary instruction. Synthesizing the literature around the…
Descriptors: Vocabulary, Vocabulary Development, Elementary School Students, Grade 5
Lochrin, Margaret; Arciuli, Joanne; Sharma, Mridula – Scientific Studies of Reading, 2015
This study investigated the relationship between both receptive and expressive prosody and each of three reading outcomes: accuracy of reading aloud words, accuracy of reading aloud nonwords, and comprehension. Participants were 63 children aged 7 to 12 years. To assess prosody, we used the Profiling Elements of Prosody in Speech Communication…
Descriptors: Foreign Countries, Suprasegmentals, Receptive Language, Expressive Language
Ravand, Hamdollah – Practical Assessment, Research & Evaluation, 2015
Multilevel models (MLMs) are flexible in that they can be employed to obtain item and person parameters, test for differential item functioning (DIF) and capture both local item and person dependence. Papers on the MLM analysis of item response data have focused mostly on theoretical issues where applications have been add-ons to simulation…
Descriptors: Item Response Theory, Hierarchical Linear Modeling, Educational Testing, Reading Comprehension
Roepke, Tena L.; Gallagher, Debra K. – Mathematics Teacher, 2015
Mathematics preservice teachers often complain vehemently about their required content-area reading courses. They ask such questions as, "Why do I have to worry about literacy when I'm going to be a mathematics teacher?" or "How will this ever help me in my mathematics classes?" or "When will I ever have time for…
Descriptors: Mathematics Teachers, Preservice Teachers, Content Area Reading, Literacy
Özsoy, Gökhan; Kuruyer, Hayriye Gül; Çakiroglu, Ahmet – International Electronic Journal of Elementary Education, 2015
The purpose of the current study is to investigate the correlation between students' reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different…
Descriptors: Correlation, Reading Skills, Mathematics Skills, Problem Solving
Ahmed, Mahgoub Dafalla – English Language Teaching, 2015
This study examines the Sudanese EFL students' comprehension performance and measures the differences in their performance according to gender. After one semester of participation in extensive reading, 300 secondary school students from 15 schools in the state of Khartoum are randomly selected for the study. A comprehension test followed by a…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Secondary School Students
Österholm, Magnus – Reading Psychology, 2015
The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…
Descriptors: Student Evaluation, Self Evaluation (Individuals), Reading Comprehension, Mathematics
Jiménez-Fernández, Gracia – Intervention in School and Clinic, 2015
One of the most frequent problems in reading comprehension is the difficulty in making inferences from the text, especially for students with mild disabilities (i.e., children with learning disabilities or with high-functioning autism). It is essential, therefore, that educators include the teaching of reading strategies to improve their students'…
Descriptors: Children, Mild Disabilities, Autism, Pervasive Developmental Disorders
Diakidoy, Irene-Anna N.; Christodoulou, Stelios A.; Floros, Georgios; Iordanou, Kalypso; Kargopoulos, Philip V. – British Journal of Educational Psychology, 2015
Background: Research has shown substantial belief change as a result of reading text and the pervasive influence of prior belief in the evaluation of short arguments. Both outcomes have been attributed to the depth to which the text or the argument has been processed. This study brings together critical thinking and text comprehension research by…
Descriptors: Beliefs, Persuasive Discourse, Critical Thinking, Evaluation
Zabrucky, Karen M.; Moore, DeWayne; Agler, Lin-Miao Lin; Cummings, Andrea M. – Reading Psychology, 2015
In the present study, we assessed students' metacomprehension knowledge and examined the components of knowledge most related to comprehension of expository texts. We used the Revised Metacomprehension Scale (RMCS) to investigate the relations between students' metacomprehension knowledge and comprehension performance. Students who evaluated and…
Descriptors: Knowledge Level, Metacognition, Reading Comprehension, Evaluation Methods
Myers, Suzanne; Robertson, Erin K. – Journal of Psycholinguistic Research, 2015
The goal of this study was to tease apart the roles of phonological awareness (pA) and phonological short-term memory (pSTM) in sentence comprehension, sentence production, and word reading. Children 6- to 10-years of age (N = 377) completed standardized tests of pA ("Elision") and pSTM ("Nonword Repetition") from the…
Descriptors: Phonological Awareness, Short Term Memory, Sentences, Reading Comprehension
Lord, Kathleen M. – Kappa Delta Pi Record, 2015
The ability to identify the main idea through close reading of informational text is a higher-level skill students develop in elementary grades as a foundation for the acquisition of other critical skills in later grades. This article provides instructional strategies for this important skill as well as for improving reading comprehension.
Descriptors: Teaching Methods, Elementary School Students, Skill Development, Reading Comprehension
Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun – Theory Into Practice, 2015
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a…
Descriptors: Thinking Skills, Reading Skills, Difficulty Level, Reading Comprehension
Wilson-Lopez, Amy; Gregory, Stacie – Reading Teacher, 2015
According to recently published national standards, elementary students should engage in engineering design activities. This article outlines ways that teachers can use literacy instruction to support young students' engineering design activity, such as by selecting texts in which characters face problems that can be solved through engineering,…
Descriptors: National Standards, Engineering Education, Literacy Education, Problem Solving

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