The current study examined teachers' perceptions with regard to the Guided Reading (GR) approach in elementary level education. Specifically, this study examined the following research questions: a) What are Alberta teachers' perceptions about the GR approach? b) What are Alberta teachers' perceptions about how they enact GR in the classroom? and…

The importance of reading competence has been increasingly acknowledged in the Swedish educational system, not least through the demands for higher standards in reading in all subjects stated in the national curriculum. Still, in the school year 2018/19, approximately 7% of all Swedish pupils did not achieve the learning goals related to reading…

This study examined the effect of small class size intervention on student outcomes using reading achievement scores as measured by the Comprehensive Test of Basic Skills (CTBS), a standardized, norm-referenced test, while controlling for independent variables inclusive of students' gender, race, socioeconomic status (SES), and environment. This…

Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex,…

The purpose of this longitudinal study was to critically evaluate the updated Turkish reading curricula to determine whether they enable teachers to design instructional sequences that are highly cognitively demanding. This study was designed as a qualitative inquiry using document analysis to estimate the pedagogically oriented intellectual…

Despite the importance placed on reading in the classroom, an unacceptable number of students lack the literacy skills essential to succeed in today's knowledge-based economy, putting them at greater risk of persistent unemployment and other forms of economic hardship. The problem is that public charter elementary (K-4) school intervention…

Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight…

This non-experimental, quantitative study explored how factors related to teachers' beliefs, curricular orientation, training and support received, and their identity and background experiences are associated with their use of curriculum. Specifically, this study sought to examine teachers' use of a curricular resource specifically designed to…

With a one-stage meta-analytic structural equation modeling (MASEM) analysis based on 49,416 individuals from 267 independent samples and 210 studies, the current study systematically investigated models including meta-linguistic skills, decoding, language comprehension, and reading comprehension for Chinese population. Findings showed that (1)…

In this quantitative, ex-post facto study, the researcher explored kindergarten through 5th-grade teachers' stages of concerns about the 2019-2020 implementation of the new Texas Essential Knowledge and Skills for English Language Arts and Reading and Skills by years of teaching experience, by hours of professional development taken before…

Reading is a vital skill for functioning in society. People need to read road signs, prescription labels, restaurant menus, and job applications just to make it through everyday life. Unfortunately, approximately 20% of the population (Washburn, & Joshi, & Binks-Cantrell, 2011) are said to be dyslexic which means they will struggle…

With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5-12. Chapters present effective practices for motivating…

This investigation examined the gender gap in language and reading skills in a sample of low-income African American boys compared to African American girls from the same neighborhoods and schools. Using a longitudinal, accelerated cohort design, we used individual growth curve models to evaluate the reading and language performance of 1st through…

Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…

Over 18 million children in Ethiopia are enrolled at the primary level with a net enrollment rate of 100 percent. Unfortunately, the positive achievement of getting more children into school has strained the capacity of the system, and student learning has suffered. USAID's 2018 Early Grade Reading Assessment suggests that only 40 percent of…