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| Baumann, James F. | 3 |
| Edwards, Elizabeth Carr | 1 |
| Font, George | 1 |
| Hooten, Helene | 1 |
| Kame'enui, Edward J. | 1 |
| Olejnik, Stephen | 1 |
| Tereshinski, Cathleen A. | 1 |
| White, Patricia | 1 |
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| Reports - Research | 3 |
| Journal Articles | 2 |
| Reports - Descriptive | 1 |
| Speeches/Meeting Papers | 1 |
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Peer reviewedBaumann, James F.; Edwards, Elizabeth Carr; Font, George; Tereshinski, Cathleen A.; Kame'enui, Edward J.; Olejnik, Stephen – Reading Research Quarterly, 2002
Finds an immediate and delayed effect of morphemic and contextual analysis instruction for lesson words; an immediate effect of the instruction for transfer words; no evidence the instruction enhanced students' text comprehension; and students were generally just as effective at inferring word meanings when the instruction was provided in…
Descriptors: Context Clues, Grade 5, Instructional Effectiveness, Intermediate Grades
Peer reviewedBaumann, James F.; Hooten, Helene; White, Patricia – Reading Teacher, 1999
Describes a year-long teacher action-research study involving fifth graders that used trade books to teach students various reading-comprehension strategies. Finds that students retained and transferred strategy learning to other texts and contexts; valued reading more and reported reading more; and demonstrated enhanced appreciation for books and…
Descriptors: Action Research, Childrens Literature, Grade 5, Intermediate Grades
Baumann, James F. – 1984
A study was conducted to apply what is known about how expository text structure variables enhance main idea comprehension and to determine if restructuring content textbook passages improves such comprehension. Original texts were rewritten to be more "considerate" as follows: the paragraph main ideas were rewritten and placed in the…
Descriptors: Content Area Reading, Grade 5, Intermediate Grades, Readability
