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Direct linkCarlo, Mara S.; August, Diane; McLaughlin, Barry; Snow, Catherine E.; Dressler, Cheryl; Lippman, David N.; Lively, Teresa J.; White, Claire E. – Reading Research Quarterly, 2004
Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple…
Descriptors: Morphology (Languages), Grade 5, Syntax, Semantics
Vaughn, Sharon; Mathes, Patricia; Linan-Thompson, Sylvia; Cirino, Paul; Carlson, Coleen; Pollard-Durodola, Sharolyn; Cardenas-Hagan, Elsa; Francis, David – Elementary School Journal, 2006
A first-grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students' core reading instruction (English). Two hundred sixteen first-grade students from 14 classrooms in 4 schools from 2 districts…
Descriptors: Second Language Learning, Reading Instruction, Intervention, Instructional Effectiveness
Download full textPowers, Stephen; Price-Johnson, Connie – Online Submission, 2006
Background: The Waterford Early Reading Program (WERP), a technology-based program for early elementary grades, was provided through Arizona all day kindergarten funds to kindergarten students in 15 Title I elementary schools in the Tucson Unified School District (TUSD) in the 2005-06 school year. The purpose of this study is to evaluate the…
Descriptors: Early Reading, Reading Programs, Reading Achievement, Reading Tests
