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Direct linkReed, Deborah K.; Lynn, Devon – Learning Disability Quarterly, 2016
This quasi-experimental study examined the effects of a strategy for making text-dependent inferences--with and without embedded self-regulation skills--on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting…
Descriptors: Inferences, Goal Orientation, Statistical Analysis, Quasiexperimental Design
Huang, Jiuhuan; Newbern, Claudia – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an…
Descriptors: Adult Learning, Literacy, Reading Strategies, English (Second Language)
Download full textSilver, David; Hansen, Mark; Herman, Joan; Silk, Yael; Greenleaf, Cynthia L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The main purpose of this study was to examine the effects of the Reading Apprenticeship professional development program on several teacher and student outcomes, including effects on student learning. A key part of the study was the use of an enhanced performance assessment program, the Integrated Learning Assessment (ILA), to measure student…
Descriptors: Reading Programs, Apprenticeships, Secondary School Teachers, Faculty Development
Silk, Yael; Silver, David; Amerian, Stephanie; Nishimura, Claire; Boscardin, Christy – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The goal of this study was to test the effectiveness of WestEd's Reading Apprenticeship (RA) professional development program on teacher practices and student learning. The professional development is designed to teach high school teachers how to integrate subject-specific literacy instruction into their regular curricula. The CRESST researchers…
Descriptors: Feedback (Response), Reading Comprehension, Metacognition, Biology
Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret; Madden, Angela – Journal of Educational Psychology, 2010
This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…
Descriptors: Control Groups, Reading Comprehension, Intervention, Learning Strategies
Bruce, Merle E.; Robinson, Gregory L. – 2001
This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…
Descriptors: Instructional Effectiveness, Intermediate Grades, Metacognition, Reading Comprehension
