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Direct linkShana, Zuhrieh; Lahiani, Hanene; Mahmoud, Sahar – Education 3-13, 2020
This quasi-experimental study aims to find out the effectiveness of using Kagan structures on students' perception. Two grade six English language classes (experimental/control) with a total of fifty students (n=50) were included. Both sections were exposed to the same teaching techniques covering the same reading comprehension material. Pre-test…
Descriptors: Foreign Countries, Reading Instruction, Teaching Methods, Cooperative Learning
Beucher, Becky; Arya, Diana; Wang, Chao – Education 3-13, 2020
The prevalent use of interactive whiteboards (IWBs) in K-12 classrooms has been met with questions regarding how teachers use such technologies to facilitate student learning. We analyzed recorded observations of 21 ELA middle school teachers over a single academic year as they developed knowledge about and competence with a structured reading…
Descriptors: Educational Technology, Visual Aids, Cooperative Learning, Reading Processes
Yildirim, Kasim; Rasinski, Timothy; Kaya, Dudu – Education 3-13, 2019
The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word…
Descriptors: Reading Fluency, Reading Comprehension, Foreign Countries, Grade 4
Fletcher, Jo – Education 3-13, 2017
Young adolescents are at a critical stage in their schooling. They are consolidating and improving their reading skills. By exploring what supports these 11- to 13-year-old students in reading from a wider systemic perspective, educators and policy-makers can better understand the complex factors which support reading development. This article…
Descriptors: Adolescents, Foreign Countries, Case Studies, Reading Skills
Karen Nicholas; Faye Parkhill – Education 3-13, 2014
The Reading Recovery programme has been a key early literacy intervention in many international contexts for over two decades. As a consequence, there have been numerous investigations into its efficacy for short-term gains, but only a few on long-term sustainability. This study examines the progress of 95 Year 4-6 students from seven schools in…
Descriptors: Foreign Countries, Elementary School Students, Reading Achievement, Reading Instruction
