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Reading Fluency Interventions for Middle School Students with Academic and Behavioral Disabilities
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Hilsmier, Amanda Strong; Wehby, Joseph H.; Falk, Katherine B. – Reading Improvement, 2016
The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…
Descriptors: Reading Fluency, Middle School Students, Disabilities, Evidence Based Practice
After-School Tutoring for Reading Achievement and Urban Middle School Students
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Nelson-Royes, Andrea M.; Reglin, Gary L. – Reading Improvement, 2011
This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…
Descriptors: Middle School Students, Qualitative Research, Reading Improvement, Reading Achievement
An Experiment Relating Locus of Control to Reading Success for Black Bright Underachievers
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Pentecoste, Joseph – Reading Improvement, 1975
Descriptors: Black Students, Elementary Education, Grade 8, Locus of Control
Assessing Oral Language Readiness of "Slow" Learners
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Dinnan, James A.; And Others – Reading Improvement, 1976
Descriptors: Elementary Education, Grade 8, Language Research, Learning Readiness
Writer's Cloze Performance: Detecting Plagiarism at Four Grade Levels.
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Brubaugh, Steven J.; And Others – Reading Improvement, 1996
Uses cloze techniques to examine the development of writers' memory for their own texts. Finds 70% accuracy on writer's cloze to be a consistent cutoff score for detection of plagiarism. Suggests that teachers should be aware that students remember their self-generated texts very well and that these standards can be used to detect and deter…
Descriptors: Cloze Procedure, Grade 10, Grade 6, Grade 8
The Effect of Sustained Silent Reading and Writing on Achievement and Attitudes of Seventh and Eighth Grade Students Reading Two Years below Grade Level.
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Holt, Sondra B.; O'Tuel, Frances S. – Reading Improvement, 1989
Examines the effect of sustained silent reading and writing on achievement of seventh and eighth grade students reading two or more years below grade level. Finds significant improvement in reading achievement, writing, and attitude toward reading for both seventh and eighth grade students. (RS)
Descriptors: Grade 7, Grade 8, Junior High Schools, Reading Achievement
Improving Inferential Comprehension of Content by Combining Instructional Techniques.
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Shoop, Mary – Reading Improvement, 1982
Concludes that a combination of two techniques--cloze and study guides--was a better instructional treatment than cloze instruction alone to improve inferential reading comprehension of content area materials, regardless of teacher or student achievement level. (FL)
Descriptors: Cloze Procedure, Content Area Reading, Grade 8, Reading Achievement
The Effects of Nonpromotion in Junior High School on Academic Achievement and Scholastic Effort.
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Lenarduzzi, Grant P.; McLaughlin, T. F. – Reading Improvement, 1990
Examines the effects of nonpromotion on achievement and effort of junior high school students. Finds that students who were retained improved significantly with respect to academic achievement and effort when compared to students who had been considered for retention but had been promoted. (KEH)
Descriptors: Comparative Analysis, Educational Research, Grade 7, Grade 8
Children's Use of Simile and Metaphor and Their Reading.
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Gambell, Trevor J.; McFetridge, Patricia A. – Reading Improvement, 1981
Reports on a study that investigated what constitutes metaphor and simile for sixth- and eighth-grade children. Discusses the implications of the findings for reading and language arts curriculum development and instruction. (FL)
Descriptors: Child Language, Cognitive Processes, Comprehension, Curriculum