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Peer reviewed
Direct linkHyeJin Hwang; Sonia Q. Cabell; Rachel E. Joyner – Reading Psychology, 2023
This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature…
Descriptors: Elementary Education, Literacy Education, Knowledge Level, Vocabulary
Simmons, McKenna; Clark, Sarah K.; Feinauer, Erika; Richardson, Michael – Reading Psychology, 2022
The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score…
Descriptors: Reading Motivation, Grade 9, Expectation, Value Judgment
Smith, Nichole L.; Williams, Brian K. – Reading Psychology, 2020
In this study, language arts teachers in one middle school participated in ongoing professional development. As part of this professional development, participants engaged in face-to-face professional development sessions, observations/classroom walk-throughs and reflections. Researchers examined the participants' pre- and post- professional…
Descriptors: Middle School Teachers, Faculty Development, Language Arts, Program Effectiveness
Smith, Nichole Lynnette; Williams, Brian Keith – Reading Psychology, 2021
In this study, middle school language arts teachers engaged in focus group interviews and shared their perceptions of content literacy, experiential learning, assessment data, and refined practice prior to and after participating in a sustained content literacy professional development. Findings based on these perceptions demonstrate a need for…
Descriptors: Language Arts, Middle School Teachers, Teacher Attitudes, Experiential Learning
Martinez, Miriam; Harmon, Janis; Gonzales, Jessica; Wilburn, Marcy – Reading Psychology, 2021
Middle school is a place where many students are first introduced to more complex novels. Novel instruction in middle school English language arts classrooms is potentially influenced by the elementary focus on reading strategies and/or the secondary focus on literary analysis. Using a qualitative methodological approach, six middle school…
Descriptors: Middle School Teachers, Middle School Students, Novels, Teaching Methods
Overstreet, Mikkaka – Reading Psychology, 2018
In this paper, the author explores the importance of play at various stages of literacy development and contends that play is an essential element of learning. The author begins by defining play and literacy, using examples to theoretically explore the play and literacy interface throughout the life span. Finally, she moves into a policy…
Descriptors: Play, Literacy Education, Literacy, Learning Processes
Welsch, Jodi G.; Powell, Jennifer Jones; Robnolt, Valerie J. – Reading Psychology, 2019
Due to the Common Core State Standards, close reading is becoming a common practice in today's elementary and middle school classrooms. Qualitative content analysis of journal publications was used to determine the (a) prevalence of close reading in the existing literature, (b) knowledge about close reading from the research literature, (c) themes…
Descriptors: Critical Reading, Common Core State Standards, Elementary School Students, Middle School Students
Morrison, Timothy G.; Wilcox, Brad; Murdoch, Erica; Bird, Lauren – Reading Psychology, 2018
The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length,…
Descriptors: Language Arts, English Instruction, Common Core State Standards, Elementary School Curriculum
Ober, Teresa M.; Brooks, Patricia J.; Plass, Jan L.; Homer, Bruce D. – Reading Psychology, 2019
This study investigated direct and indirect effects of executive functions on reading comprehension in adolescents (N = 87, M = 14.0 years, SD = 1.5) by testing for parallel mediation of effects of working memory, task-switching, and inhibitory control via decoding and text recall/inference. Working memory showed direct and indirect effects on…
Descriptors: Correlation, Reading Comprehension, Executive Function, Recall (Psychology)
Duggleby, Sandra J.; Tang, Wei; Kuo-Newhouse, Amy – Reading Psychology, 2016
This study examined the relationship between ninth-grade students' use of connectives (temporal, causal, adversative, and additive) in functional writing and performance on standards-based/criterion-referenced measures of reading and writing. Specifically, structural equation modeling (SEM) techniques were used to examine the relationship between…
Descriptors: Prediction, High School Students, Structural Equation Models, Reading Comprehension
Nelson, Kristin L.; Dole, Janice A.; Hosp, John L.; Hosp, Michelle K. – Reading Psychology, 2015
The purpose of this study was to examine the vocabulary teaching of primary-grade teachers (K-3) in low-income schools. A total of 337 observations were conducted during language arts blocks over a three-year period. A coding scheme was developed to analyze teachers' vocabulary instruction. Results indicated that teachers spent less than 5%…
Descriptors: Reading Instruction, Vocabulary Development, Elementary School Teachers, Primary Education
Alfassi, Miriam – Reading Psychology, 2009
This comparative study examines the role of contextual features embedded in a dialogic environment in fostering literacy. The study, implemented by language arts teachers in a middle school setting, investigates the effectiveness of an instructional program designed to create a collaborative dialogic learning environment that imparts literacy. The…
Descriptors: Educational Objectives, Discourse Communities, Instructional Effectiveness, Literacy
Thames, Dana G.; Reeves, Carolyn; Kazelskis, Richard; York, Kathleen; Boling, Charlotte; Newell, Kavatus; Wang, Ying – Reading Psychology, 2008
This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading…
Descriptors: Reading Comprehension, Basal Reading, Language Arts, Program Effectiveness
Carreker, Suzanne H.; Neuhaus, Graham F.; Swank, Paul R.; Johnson, Paul; Monfils, Mary Jo; Montemayor, Mary Lou – Reading Psychology, 2007
A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham-based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in…
Descriptors: Reading Skills, Longitudinal Studies, Grade 3, Grade 4
