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Elleman, Amy M. – Journal of Educational Psychology, 2017
Inference ability is considered central to discourse processing and has been shown to be important across models of reading comprehension. To evaluate the impact of inference instruction, a meta-analysis of 25 inference studies in Grades K-12 was conducted. Results showed that inference instruction was effective for increasing students' general…
Descriptors: Inferences, Reading Instruction, Reading Comprehension, Instructional Effectiveness
Block, Cathy Collins; Parris, Sheri R.; Reed, Kelly L.; Whiteley, Cinnamon S.; Cleveland, Maggie D. – Journal of Educational Psychology, 2009
The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51% were Caucasian (n = 338), 23% were African American…
Descriptors: Reading Comprehension, Socioeconomic Status, Academic Achievement, Teaching Methods
Kim, James S.; Guryan, Jonathan – Journal of Educational Psychology, 2010
The effects of a voluntary summer reading intervention with and without a parent training component were evaluated with a sample of low-income Latino children from language minority families. During the last month of 4th grade, 370 children were pretested on a measure of reading comprehension and vocabulary and were randomly assigned to (a) a…
Descriptors: Language Minorities, Control Groups, Reading Comprehension, Intervention
McCoach, D. Betsy; O'Connell, Ann A.; Reis, Sally M.; Levitt, Heather A. – Journal of Educational Psychology, 2006
Using the first 4 waves of data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), this piecewise 3-level (time-student-school) growth-curve model provides a portrait of students' reading growth over the first 2 years of school. On average, students make much greater reading gains in 1st grade than they do in kindergarten.…
Descriptors: Kindergarten, Reading Improvement, Grade 1, Causal Models
The Effects of a Voluntary Summer Reading Intervention on Reading Activities and Reading Achievement
Kim, James S. – Journal of Educational Psychology, 2007
The causal effects of a voluntary summer reading intervention on children's reading activities and reading achievement were assessed in a randomized experiment involving 331 children in Grades 1-5. Children were pretested in the spring on a standardized test of reading achievement (Stanford Achievement Test, 10th ed.), on the Elementary Reading…
Descriptors: Intervention, Standardized Tests, Reading Tests, Reading Attitudes
Swanson, H. Lee; Saez, Leilani; Gerber, Michael – Journal of Educational Psychology, 2006
This study investigated growth in reading, vocabulary, and memory in children (ages 5 to 10) learning English as a second language identified at risk for reading disabilities (RD). A growth curve analysis showed that RD children were significantly below children not at risk in English and Spanish reading, Spanish short-term memory (STM), Spanish…
Descriptors: Reading Improvement, Vocabulary Development, Memory, Spanish