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Showing 1 to 15 of 23 results Save | Export
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Bengochea, Alain; Sembiante, Sabrina F. – Review of Education, 2023
Vocabulary is foundational for reading and strongly linked to emergent bilingual (EB) students' academic achievement. Given the few syntheses on vocabulary interventions that are focused on emergent bilinguals, this literature review appraises the existing research and thoroughly accounts for methodological characteristics across studies relating…
Descriptors: Elementary School Students, Preschool Children, Bilingual Students, Vocabulary Development
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Li, Luan; Marinus, Eva; Castles, Anne; Wang, Hua-Chen – Reading and Writing: An Interdisciplinary Journal, 2021
While research has established a close relationship between children's oral vocabulary and reading ability in Chinese, the nature of this relationship is not clear. This study aims to examine if vocabulary knowledge of Chinese words facilitates learning novel orthographic forms during independent reading. We also investigate whether such oral…
Descriptors: Oral Language, Vocabulary Development, Children, Child Language
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Erbeli, Florina; Rice, Marianne – Reading & Writing Quarterly, 2022
Encouraging children to read extensively has been a widely recommended approach to developing reading. The National Reading Panel published a review study reporting inconclusive findings regarding the benefits of such an approach. In this systematic narrative synthesis review, we provided an update and an extension of the NRP's review. We examined…
Descriptors: Outcomes of Education, Silent Reading, Independent Reading, Reading Achievement
McVeigh, Fran – International Literacy Association, 2019
A common, long-held belief of teachers and parents is that "the more you read, the better you read." Because many students either did not choose to read at home or did not have books at home, schools began to provide independent reading time in the classroom. As the years progressed, more and more requirements were added into English…
Descriptors: Independent Reading, Vocabulary Development, Prior Learning, Language Arts
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Wheeler, Kathryn A.; Hall, Georgia; Naftzger, Neil – Afterschool Matters, 2022
Out-of-school time (OST) programs can play an important role in fostering the development of literacy skills among children and youth. To investigate the variety of literacy skill-building strategies OST programs use, researchers from the National Institute on Out-of-School Time (NIOST) examined the practices of 31 programs in Massachusetts. This…
Descriptors: Literacy Education, After School Programs, Elementary School Students, Educational Quality
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Korat, Ofra; Shneor, Daphna – First Language, 2019
This study examines whether an e-book with a dictionary could support parents' mediation of new words during shared book reading, more than the child's independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the…
Descriptors: Electronic Publishing, Low Income Groups, Books, Dictionaries
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Lipp, Ellen – English Teaching Forum, 2018
After several years of study, many English as a foreign language (EFL) learners have a large enough vocabulary and sufficient reading fluency to silently read English stories and books outside class. Once students have reached this threshold, teachers can introduce and encourage independent reading in EFL courses, as there is rarely time in class…
Descriptors: English (Second Language), Second Language Learning, Vocabulary Development, Reading Materials
Cirucci, Christina L. – ProQuest LLC, 2017
Research has shown a strong positive relationship between vocabulary knowledge and reading comprehension (Elleman, Lindo, Morphy, & Compton, 2009; Crosson & Lesaux, 2013; Lubliner & Smetana, 2005). Vocabulary acquisition is possible for all learners through explicit vocabulary instruction and incidental word learning (Cunningham,…
Descriptors: Elementary School Students, Grade 3, Reading Instruction, Reading Strategies
Kurtz, Holly; Lloyd, Sterling; Harwin, Alex; Chen, Victor; Furuya, Yukiko – Editorial Projects in Education, 2020
In fall of 2019, the EdWeek Research Center set out to gain a clearer sense of nationwide teacher and teacher education perceptions and practices by sending out two surveys about topics related to early reading instruction, especially as it related to phonics. One survey was taken by 674 K-2 and elementary special education teachers who indicated…
Descriptors: Teacher Attitudes, Early Reading, Reading Instruction, Phonics
McQuillan, Jeff – Reading in a Foreign Language, 2016
In his 2016 article, "What Can Readers Read after Graded Readers?" (EJ1098660), Jeff McQuillan provided data to show that there is an adequate amount of reading material that can be read at or above 98% vocabulary coverage to provide sufficient input to acquire most of the word families from the 2,000- to the 9,000-word-family levels.…
Descriptors: Reader Response, Vocabulary Development, Vocabulary Skills, Reading Habits
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Cowan, Kay; Sandefur, Sarah – Voices from the Middle, 2013
This article discusses an exemplary EL program grounded in research-based literacy strategies. World War II and the Holocaust served as the backdrop for a program that stressed vocabulary and concept development, and then connected that understanding to reading and writing. The "five streams" used to address literacy competencies included reading…
Descriptors: Concept Formation, Self Efficacy, Literacy, Novels
Mercurio, Harry J. – ProQuest LLC, 2014
This qualitative study examined the amount of time that fourth and fifth grade teachers devoted to literacy instruction within the time allotted to them within the daily literacy block. Prior research of the literacy block focused largely on primary grades (Allington, McGill-Franzen et a1.,2010; Cunningham & Allington, 2003; Morrow, 1992);…
Descriptors: Elementary School Teachers, Reading Instruction, Time Blocks, Educational Practices
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Sanacore, Joseph; Palumbo, Anthony – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2010
Independent reading in the content areas is essential for advancing students' literacy growth through the grades. Middle school students, in particular, profit from opportunities to engage in actual reading and, simultaneously, to be supported from an appropriate structure. Specifically, they need substantial time to read, frequent immersion in a…
Descriptors: Middle School Students, Independent Reading, Reading Instruction, Content Area Reading
Hansen, Laurie E. – ProQuest LLC, 2011
This study examined independent reading behaviors and contextual factors that contributed to growth in vocabulary and literacy of fourth grade English-only (EO), limited English proficient (LEP), and fluent English proficient (FEP) children. Participants were given pre-post measures of receptive and expressive vocabulary, word reading, decoding,…
Descriptors: Reading Achievement, Instructional Materials, Scores, Grade 4
Joseph, Rosnel L. – ProQuest LLC, 2012
This applied dissertation was designed to evaluate improving the reading performance of fifth-grade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle…
Descriptors: Program Effectiveness, Reading Programs, American Indians, Observation
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