Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 6 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Grantee Submission | 3 |
| Journal of Educational… | 1 |
| Journal of Research on… | 1 |
| Remedial and Special Education | 1 |
Author
| Alicia A. Stewart | 6 |
| Sharon Vaughn | 6 |
| Elizabeth A. Stevens | 4 |
| Elizabeth Swanson | 4 |
| Greg Roberts | 4 |
| Philip Capin | 4 |
| Bethany H. Bhat | 2 |
| Elizabeth A. Swanson | 2 |
| Nancy K. Scammacca | 2 |
| Nancy Scammacca | 2 |
| Anna-Mari Fall | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 6 |
| Journal Articles | 4 |
Education Level
| Elementary Education | 6 |
| Grade 4 | 6 |
| Intermediate Grades | 6 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 6 |
| Conners Rating Scales | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkElizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Journal of Research on Educational Effectiveness, 2024
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: Grade 4, Reading Instruction, Faculty Development, Reading Strategies
Download full textElizabeth 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
Sharon Vaughn; Elizabeth Swanson; Anna-Mari Fall; Greg Roberts; Philip Capin; Elizabeth A. Stevens; Alicia A. Stewart – Grantee Submission, 2022
This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three…
Descriptors: Reading Comprehension, Vocabulary Development, Social Studies, Elementary School Students
Sharon Vaughn; Elizabeth Swanson; Anna-Maria Fall; Greg Roberts; Philip Capin; Elizabeth A. Stevens; Alicia A. Stewart – Journal of Educational Psychology, 2022
This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three…
Descriptors: Reading Comprehension, Vocabulary Development, Social Studies, Elementary School Students
Alicia A. Stewart; Sharon Vaughn; Nancy Scammacca; Elizabeth A. Swanson – Remedial and Special Education, 2023
Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…
Descriptors: Reading Instruction, Teaching Methods, Attention Deficit Hyperactivity Disorder, Comparative Analysis
Alicia A. Stewart; Sharon Vaughn; Nancy Scammacca; Elizabeth A. Swanson – Grantee Submission, 2022
Attention deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary…
Descriptors: Reading Instruction, Teaching Methods, Attention Deficit Hyperactivity Disorder, Comparative Analysis
