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Direct linkTaboada Barber, Ana; Buehl, Michelle M.; Beck, Jori S.; Ramirez, Erin M.; Gallagher, Melissa; Richey Nuland, Leila N.; Archer, Casey J. – Reading & Writing Quarterly, 2018
We examined the impact of cognitive and motivation practices within a social studies literacy intervention (United States History for Engaged Reading [USHER]) on Grade 6 English learners' (ELs) and non-ELs' history reading comprehension, cognitive strategy use, reading self-efficacy, and reading engagement. We used a switching replications…
Descriptors: Literacy, Social Studies, Reading Comprehension, Intervention
Amendum, Steven J. – Reading & Writing Quarterly, 2014
The purpose of the current mixed-methods study was to investigate a model of professional development and classroom-based early reading intervention implemented by the 1st-grade teaching team in a large urban/suburban school district in the southeastern United States. The intervention provided teachers with ongoing embedded professional…
Descriptors: Early Intervention, Faculty Development, Coaching (Performance), Reading Instruction
Peercy, Megan Madigan – Reading & Writing Quarterly, 2011
The growing numbers of English language learners (ELLs) in U.S. K-12 public schools have raised many questions about how to best educate these students. Much of the research on teaching ELLs has discussed the kinds of practices that should be used to increase ELLs' school achievement, but few studies have documented the actual practices that…
Descriptors: Elementary Secondary Education, English (Second Language), Second Language Learning, Junior High School Students
