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Lifewide or School-Only Learning: Approaches to Addressing the Developing World's Learning Crisis
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Friedlander, Elliott W.; Arshan, Nicole; Zhou, Sen; Goldenberg, Claude – American Educational Research Journal, 2019
This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and…
Descriptors: Foreign Countries, Rural Schools, Teaching Methods, Developing Nations
Storybook Read-Alouds to Enhance Students' Comprehension Skills in ESL Classrooms: A Case Study
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Omar, Ainon; Saufi, Maizatulliza Mohd. – Dinamika Ilmu, 2015
The effectiveness of using storybooks during read-alouds to develop children's comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the…
Descriptors: Reading Aloud to Others, Books, English (Second Language), Elementary School Teachers
Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction
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Waller, Rachael; Barrentine, Shelby J. – Journal of Research in Rural Education, 2015
Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum…
Descriptors: Elementary School Teachers, Rural Schools, Place Based Education, Reading Instruction
Changes in Elementary Teachers' Implementation of Comprehension Strategies While Engaged in Collaborative Coaching
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Carter, Teresa J. – ProQuest LLC, 2012
Students in a rural elementary school in the southeastern United States were not performing well in comprehension development. Educators at the school needed more information on ways to enhance student understanding and performance. The purpose of this qualitative case study was to explore how elementary teachers' implemented comprehension…
Descriptors: Elementary School Students, Elementary School Teachers, Rural Schools, Program Implementation
The Three-Phase Reading Comprehension Intervention (3-RCI): A Support for Intermediate-Grade Word Callers
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Diehl, Holly L.; Armitage, Connie J.; Nettles, Diane H.; Peterson, Christine – Reading Horizons, 2011
This article describes results of a reading comprehension intervention for students with adequate decoding but poor comprehension skills. Five teachers and 25 students in grades 3-5 from two rural public schools participated in this naturalistic experimental research study. Teachers met with identified students in a small group setting for 30…
Descriptors: Reading Comprehension, Intervention, Reading Skills, Elementary School Students
Program Fidelity in Two "Reading Mastery" Classrooms: A View from the Inside
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Shelton, Nancy Rankie – Literacy Research and Instruction, 2010
This article reports research that examines the impact of fidelity to a scripted program in two third-grade classrooms. The data was drawn from a study conducted in an elementary school functioning under pressure from state and district policy to increase student standardized reading test scores. Thematic analysis was used to analyze observation…
Descriptors: Reading Comprehension, Oral Reading, Reading Tests, Mastery Learning