Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| Reading Psychology | 11 |
Author
Publication Type
| Journal Articles | 11 |
| Reports - Research | 10 |
| Reports - Evaluative | 1 |
Education Level
| Grade 8 | 6 |
| Elementary Education | 5 |
| Middle Schools | 5 |
| Grade 7 | 4 |
| Junior High Schools | 3 |
| Secondary Education | 3 |
| Elementary Secondary Education | 2 |
| Grade 4 | 2 |
| Early Childhood Education | 1 |
| Grade 12 | 1 |
| Grade 2 | 1 |
| More ▼ | |
Audience
Location
| Florida | 1 |
| Israel | 1 |
| Netherlands | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
| Does not meet standards | 1 |
Direct linkMenahem Yeari; Tal Lavi; Atalia Rasouly-Balfer; Liron Shalev – Reading Psychology, 2024
Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class…
Descriptors: Learning Strategies, Reading Comprehension, Reading Materials, Reading Instruction
Okkinga, M.; van Gelderen, A. J. S.; van Schooten, E.; van Steensel, R.; Sleegers, P. J. C. – Reading Psychology, 2021
Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years,…
Descriptors: Reciprocal Teaching, Low Achievement, Adolescents, Grade 7
Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean
Foster, David K.; Foster, Dean P. – Reading Psychology, 2014
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the…
Descriptors: Foreign Countries, Reading Achievement, Achievement Gains, Reading Instruction
Pilonieta, Paola – Reading Psychology, 2010
Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…
Descriptors: Comprehension, Basal Reading, Reading Programs, Content Analysis
Thames, Dana G.; Reeves, Carolyn; Kazelskis, Richard; York, Kathleen; Boling, Charlotte; Newell, Kavatus; Wang, Ying – Reading Psychology, 2008
This study examined the effects of individualized, integrated language arts as a reading approach on struggling readers' comprehension scores obtained from oral narrative, silent narrative, and silent expository passages at three levels: below-grade, on-grade, and above-grade levels. Students (N = 93) in grades four through eight, who were reading…
Descriptors: Reading Comprehension, Basal Reading, Language Arts, Program Effectiveness
O'Brien, David; Beach, Richard; Scharber, Cassandra – Reading Psychology, 2007
In a report of a two-year study of seventh- and eighth-grade struggling readers, researchers employed a mixed research design to address the following guiding questions: (a) how do students' perceptions of the value and purpose of different media-rich projects, in comparison to more traditional pedagogy, relate to their levels of engagement in…
Descriptors: Student Attitudes, Research Design, Middle School Students, Grade 7
Biggs, Marie C.; Homan, Susan P.; Dedrick, Robert; Minick, Vanessa; Rasinski, Timothy – Reading Psychology, 2008
Software that teaches users to sing in tune and in rhythm while providing real-time pitch tracking was used in a study of struggling middle school readers. The software, Carry-a-Tune (CAT) was originally developed to improve singing; however, since it involves a repeated reading format, we used it to determine its effect on comprehension and…
Descriptors: Matched Groups, Reading Comprehension, Singing, Reading Instruction
Peer reviewedGottsdanker-Willekens, Anne E. – Reading Psychology, 1981
Concludes that the use of anaphoric expressions (pronouns) in some instances will interfere with the reading comprehension of eighth-grade students. (FL)
Descriptors: Grade 8, Junior High Schools, Language Usage, Pronouns
Peer reviewedAulls, Mark W. – Reading Psychology, 2003
Examines the influence of an innovative reading and writing curriculum on the expository writing and content learning of middle grade students. Presents three studies that triangulate evidence indicating it is possible to teach students knowledge of expository prose structure and strategies for reading and writing that can be applied in situations…
Descriptors: Curriculum Design, Expository Writing, Grade 7, Grade 8
Peer reviewedHansell, T. Stevenson; Priest, Shawn C. – Reading Psychology, 1986
Analyzes the comments and behavior of one student during an interpretive reading discussion to show that this student proceeds in a cycle of learning. Reviews research in problem solving and reading comprehension to show that, for this student, reading comprehension is problem solving. (FL)
Descriptors: Critical Reading, Elementary Secondary Education, Grade 8, Hypothesis Testing
Peer reviewedSullivan, Joanna – Reading Psychology, 1985
Supports findings from earlier research showing that older students are more aware of organizational structure, more precise in assessing information, and better able to deal with logical relationships than are younger students. (FL)
Descriptors: Age Differences, Comparative Analysis, Critical Reading, Developmental Stages
