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Thomson, Brenda; Crewther, David P.; Crewther, Sheila G. – Dyslexia, 2006
Pseudoword (non-word) reading tasks are a commonly used measure of phonological processing across diverse fields of reading research. However, whether pseudoword reading gives any more information about phonological processing in young learner readers than does the reading of real words has seldom been considered. Here we show that pseudoword and…
Descriptors: Reading Difficulties, Reading Research, Phonological Awareness, Reading Skills
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McGlothlin, Heidi; Killen, Melanie – Child Development, 2006
Intergroup attitudes were assessed in European American 1st-grade (M=6.99 years, SD=0.32) and 4th-grade (M=10.01 years, SD=0.36) children (N=138) attending ethnically homogeneous schools to test hypotheses about racial biases and interracial friendships. An Ambiguous Situations Task and an Intergroup Contact Assessment were administered to all…
Descriptors: Intergroup Relations, Childhood Attitudes, Grade 1, Grade 4
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Findlay, Leanne C.; Girardi, Alberta; Coplan, Robert J. – Early Childhood Research Quarterly, 2006
The purpose of the current investigation was to examine both social behaviors (i.e., aggression, shyness-withdrawal, and prosocial tendencies) and social understanding (i.e., attitudes and responses to such behaviors in hypothetical peers) of empathic and low empathic children. Participants were 136 children in kindergarten and grade one. Parents…
Descriptors: Kindergarten, Shyness, Prosocial Behavior, Empathy
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D'Agostino, Jerome V.; Murphy, Judith A. – Educational Evaluation and Policy Analysis, 2004
We conducted a meta-analysis of 36 studies of Reading Recovery (RR), an intensive tutorial intervention designed to develop the literacy skills of low-performing first-grade students. Few individual studies of the program have yielded conclusive evidence regarding the program's effectiveness due to various methodological limitations. We relied on…
Descriptors: Meta Analysis, Reading Comprehension, Reading Instruction, Intervention
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Al Otaiba, Stephanie; Hosp, John L.; Smartt, Susan; Dole, Janice A. – Journal of Educational & Psychological Consultation, 2008
The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to…
Descriptors: Reading Programs, Reading Improvement, Focus Groups, Reading Achievement
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Noble, Kimberly G.; Farah, Martha J.; McCandliss, Bruce D. – Cognitive Development, 2006
Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA…
Descriptors: Socioeconomic Background, Cognitive Processes, Reading Achievement, Reading Skills
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Fagerstrom, Todd; Mahoney, Kate – Ontario Action Researcher, 2006
The purpose of this study was to determine whether strategically scheduled recess breaks throughout the school day will increase student on-task behaviours during the time when students work independently. As an intervention for this action research study, recess breaks were given more often but for less time; recess breaks were scheduled before…
Descriptors: Action Research, Grade 1, Recess Breaks, Elementary School Students
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Marchand-Martella, Nancy E.; Martella, Ronald C.; Kolts, Russell L.; Mitchell, Diane; Mitchell, Christopher – Journal of Direct Instruction, 2006
We examined the effects of a three-tier strategic model of intensifying instruction using "Reading Mastery Plus" in grades K-3 at a Title I school. Teachers received training and coaching before and during the program evaluation. They were assessed on their satisfaction with the program as well. The "Diagnostic Indicators of Basic…
Descriptors: Reading Programs, Emergent Literacy, Diagnostic Tests, Program Evaluation
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Ranker, Jason – Reading Teacher, 2007
A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…
Descriptors: Cartoons, Reading Processes, Literacy, Reading Instruction
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Pak, Ada K. H.; Cheng-lai, Alice; Tso, Ivy F.; Shu, Hua; Li, Wenling; Anderson, Richard C. – Reading and Writing: An Interdisciplinary Journal, 2005
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character copying task. Children as young as 6 years of age were aware of character units and were able to apply…
Descriptors: Foreign Countries, Elementary School Students, Reading Ability, Chinese
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Jeffs, Tara; Evmenova, Anna; Warren, Sandra Hopfengardner; Rider, Robin L. – Assistive Technology Outcomes and Benefits, 2006
This investigation examined the use of computer-assisted instruction (i.e., "WordMaker") on students having different levels of reading ability. Of particular interest were the effects of "WordMaker" on the spelling performance of first graders in a co-taught classroom. In a short 10-week period, the "WordMaker" software program had a positive…
Descriptors: Spelling, Action Research, Computer Assisted Instruction, Computers
Vaughn, Sharon; Linan-Thompson, Sylvia – Association for Supervision and Curriculum Development, 2004
Get your reading program on the right track using research-based teaching strategies from this helpful guide. Learn what you need to know about five essential elements of reading, why you should teach them, and how. A treasure chest of research-based instructional activities helps you: (1) Build students phonemic awareness; (2) Teach phonics and…
Descriptors: Educational Research, Phonemic Awareness, Teaching Methods, Phonemics
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Mansell, Jubilea; Evans, Mary Ann; Hamilton-Hulak, Laura – Reading Research Quarterly, 2005
This longitudinal study across the primary grades examined whether there were patterns in feedback strategies parents provided to children's miscues during shared book reading, and whether parents changed their use of those strategies over time as their children's reading skills increased. Parents of normally developing beginning readers were…
Descriptors: Reading Research, Vocabulary Development, Young Children, Reading Skills
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Wood, Frank B.; Hill, Deborah F.; Meyer, Marianne S.; Flowers, D. Lynn – Annals of Dyslexia, 2005
Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N = 220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and…
Descriptors: Predictive Measurement, Reading Fluency, Predictor Variables, Grade 1
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Buzhigeeva, M. Iu. – Russian Education and Society, 2004
In connection with the growing complexity and intensiveness of school instruction, special urgency attaches to the task of ensuring that the organization of the educational process at different levels of school is in keeping with the developmental stages of psychophysiological and social development. A number of researchers have emphasized the…
Descriptors: Teaching Methods, Developmental Stages, Social Development, Cognitive Development
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