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Download full textKosanovich, Marcia; Lee, Laurie; Foorman, Barbara – Regional Educational Laboratory Southeast, 2021
Recent efforts to motivate parents' involvement in their child's literacy development involve informing parents about how to incorporate literacy development into daily routines. Teacher leadership and communication are critical--the more teachers encourage and assist parents and caregivers in supporting their child's literacy development, the…
Descriptors: Grade 3, Elementary School Teachers, Family Involvement, Reading Skills
Nebraska Department of Education, 2016
The goal of the What Works Clearinghouse (WWC) Practice Guide, "Foundational Skills to Support Reading for Understanding in Kindergarten through 3rd Grade," is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. The guide suggests…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Direct linkvan Viersen, Sietske; Kroesbergen, Evelyn H.; Slot, Esther M.; de Bree, Elise H. – Journal of Learning Disabilities, 2016
This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…
Descriptors: Dyslexia, Academically Gifted, Reading Skills, Elementary School Students
Swanson, H. Lee; Orosco, Michael J.; Kudo, Milagros Fatima – Reading & Writing Quarterly, 2017
This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…
Descriptors: Reading Assignments, English Language Learners, Reading Achievement, Predictor Variables
Stanat, Petra; Becker, Michael; Baumert, Jurgen; Ludtke, Oliver; Eckhardt, Andrea G. – Learning and Instruction, 2012
Immigrant students' school success is often hampered by limited second language (L2) proficiency, yet the effectiveness of different approaches to L2 support is unclear. Using a summer camp setting, we tested effects of (1) implicit support focusing on meaning of language by engaging students in language-intensive activities without drawing their…
Descriptors: Curriculum Development, Second Language Learning, Summer Programs, Language Skills
