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Direct linkBeaulieu-Jones, Lisa; Proctor, C. Patrick – Reading Teacher, 2016
The adoption of the Common Core in many states across the country means we need to explore instructional approaches that promote student language use in order to meet many of the complex linguistic standards that comprise the Common Core. In this Teaching Tip, we provide a blueprint for a 4-week collaborative discussion mini-unit that a second…
Descriptors: Small Group Instruction, Discussion (Teaching Technique), Reading Instruction, Grade 2
Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Doyle, Brie; Mitchell, Marisa A.; Meyer, Anna G. – Reading Research Quarterly, 2014
The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3-5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish-English bilingual students. To meet these aims, we observed and…
Descriptors: Monolingualism, English, Bilingual Students, Vocabulary
Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Hartranft, Anna M.; Doyle, Brie; Zelinke, Sarah B. – Reading and Writing: An Interdisciplinary Journal, 2015
The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and…
Descriptors: Language Skills, Reading Comprehension, Monolingualism, Bilingual Education
Michener, Catherine J.; Sengupta-Irving, Tesha; Proctor, C. Patrick; Silverman, Rebecca – Language Policy, 2015
This 5-month ethnographic comparative case study of two culturally and linguistically diverse U.S. elementary classrooms juxtaposes restrictive educational language policies with the theoretical principles of culturally sustaining pedagogy to explore a gap in our understanding of how teachers reflect educational language policies in the range of…
Descriptors: Language Planning, Teaching Methods, Teacher Education, Teacher Attitudes
Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.; Montecillo, Christine – Reading and Writing: An Interdisciplinary Journal, 2012
The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2-4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a…
Descriptors: Vocabulary, Reading Comprehension, English, Spanish
Proctor, C. Patrick; Dalton, Bridget; Uccelli, Paola; Biancarosa, Gina; Mo, Elaine; Snow, Catherine; Neugebauer, Sabina – Reading and Writing: An Interdisciplinary Journal, 2011
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students…
Descriptors: Control Groups, Intervention, Vocabulary, Reading Strategies
Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E. – Journal of Literacy Research, 2011
This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifth-grade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31…
Descriptors: Reading Comprehension, Bilingual Students, Speech Communication, Reading Achievement
Proctor, C. Patrick; Mo, Elaine – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2009
This study was designed to investigate the effect of English reading comprehension on cognate knowledge among a sample of Spanish-speaking bilinguals alongside their monolingual English-speaking counterparts. In order to understand this developmental relationship, the effects of English reading comprehension were controlled in regression analyses,…
Descriptors: Reading Comprehension, Bilingual Students, Reading Achievement, Monolingualism
Proctor, C. Patrick; Uccelli, Paola; Dalton, Bridget; Snow, Catherine E. – Reading & Writing Quarterly, 2009
The sheer quantity of words known (breadth) is strongly predictive of reading comprehension, yet little is understood about how quality of word knowledge (depth) affects comprehension. A group of 35 bilingual and monolingual 5th-grade students worked on developing depth of knowledge of 8 words, culminating in an activity in which the students…
Descriptors: Reading Comprehension, Oral Language, Monolingualism, Vocabulary Development
