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Direct linkConnor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Scientific Studies of Reading, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
Download full textConnor, Carol McDonald; Phillips, Beth M.; Kim, Young-Suk Grace; Lonigan, Christopher J.; Kaschak, Michael P.; Crowe, Elizabeth; Dombek, Jennifer; Al Otaiba, Stephanie – Grantee Submission, 2018
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Metacognition
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
Schmitt, Maribeth Cassidy – Literacy Teaching and Learning, 2003
The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had participated in Reading Recovery instruction in the first grade had similar understandings as their current third-…
Descriptors: Elementary School Students, Reading Failure, Reading Strategies, Metacognition
