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Ulanoff, Sharon H.; Quiocho, Alice M. L.; Riedell, Kate – Curriculum and Teaching Dialogue, 2015
This study explores the development of academic language and discourse by third grade English language learners (ELLs) in the context of inquiry-based lessons taught in Spanish with a focus on student development of questioning skills during content-based instruction (Wadham, 2013). The qualitative, narrative study is guided by the following…
Descriptors: Questioning Techniques, Inquiry, Teaching Methods, Grade 3
Van Keer, Hilde; Vanderlinde, Ruben – Phi Delta Kappan, 2013
To close the gap between reading research and the reality of instruction, the authors developed a reading comprehension approach for elementary school, aiming at explicit instruction and practice of reading comprehension strategies. Their approach encompasses two complementary cornerstones: explicit instruction in reading strategies and creating…
Descriptors: Reading Instruction, Reading Comprehension, Peer Teaching, Tutoring
Van Keer, Hilde; Vanderlinde, Ruben – Middle Grades Research Journal, 2010
The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was…
Descriptors: Elementary School Students, Reading Comprehension, Intervention, Standardized Tests
Center for Data-Driven Reform in Education (NJ3), 2009
What reading programs have been proven to help students in grades 2-5 to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the reading achievement of students in grades 2-5: (1) Reading Curricula (Curr), such as "Open Court," "Harcourt," "Reading Street" and other standard and alternative…
Descriptors: Grades (Scholastic), Reading Achievement, Cooperative Learning, Reading Programs
Slavin, Robert E.; Lake, Cynthia; Cheung, Alan; Davis, Susan – Center for Data-Driven Reform in Education, 2009
This article systematically reviews research on the achievement outcomes of three types of classroom approaches to improving the reading achievement of students in grades 2-5: Reading curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion criteria included use of randomized or matched control groups,…
Descriptors: Textbooks, Reading Programs, Reading Achievement, Cross Age Teaching
Paterson, Patricia O.; Elliott, Lori N. – Journal of Adolescent & Adult Literacy, 2006
This qualitative study examines the perceptions and responses of struggling ninth-grade readers who are teaching reading to struggling second- and third-grade students in a cross-age tutoring program. The program was designed to overcome the entrenched, negative affective barriers that older students often bring to the required reading class by…
Descriptors: Reading Instruction, Leadership, Role Models, Reading Ability
Cairo, Leslie, III; Craig, Jim – Appalachia Educational Laboratory at Edvantia (NJ1), 2005
Peer tutoring and cross-age tutoring are two student-to-student tutoring methods. Peer tutoring occurs when tutors and tutees are of the same age. Cross-age tutoring refers to older students tutoring younger students. Studies of cross-age tutoring have reported improved academic performance for both tutors and tutees. The present study was…
Descriptors: Elementary School Students, Tutors, Program Effectiveness, Teaching Methods