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Peer reviewed
Direct linkSchimmel, Naomi; Ness, Molly – Reading Psychology, 2017
This study examined the effects of reading mode (oral and silent) and text genre (narrative and expository) on fourth graders' reading comprehension. While controlling for prior reading ability of 48 participants, we measured comprehension. Using a repeated measured design, data were analyzed using analysis of covariance, paired t-tests, and…
Descriptors: Oral Reading, Silent Reading, Reading Comprehension, Elementary School Students
Preast, June L.; Burns, Matthew K.; Brann, Kristy L.; Taylor, Crystal N.; Aguilar, Lisa – School Psychology Forum, 2019
Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61…
Descriptors: Elementary School Students, Intermediate Grades, Grade 4, Grade 5
Kim, Jae Woo – ProQuest LLC, 2014
Problem: The problem of this study was to determine the difference in Bible comprehension scores among gender-based groups of older children using selected passages from three Bible translations: the Children's Bible, the Easy Bible, and the New Revised Korean Bible. Procedures: A total of 288 older children in three churches (Beautiful Baptist…
Descriptors: Foreign Countries, Reading Comprehension, Grade 5, Elementary School Students
Droop, Mienke; van Elsäcker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo – Journal of Research on Educational Effectiveness, 2016
The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…
Descriptors: Reading Instruction, Reading Strategies, Elementary School Students, Intermediate Grades
Download full textBeltramo, Jennifer A. – Catholic Education: A Journal of Inquiry and Practice, 2012
Nearly 90% of intermediate and middle school students from low-income families in the United States are not proficient in reading. This action research project used a quasi-experimental design to determine the effectiveness of a multi-component reading intervention program for students in grades four through eight at Mother of Sorrows Catholic…
Descriptors: Reading Comprehension, Quasiexperimental Design, Catholic Schools, Intervention
Gelzheiser, Lynn M.; Scanlon, Donna; Vellutino, Frank; Hallgren-Flynn, Laura; Schatschneider, Christopher – Elementary School Journal, 2011
To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies…
Descriptors: Reading Strategies, Public School Teachers, Individualized Programs, Grade 4
Therrien, William J.; Hughes, Charles – Learning Disabilities: A Contemporary Journal, 2008
This study was conducted to ascertain if repeated reading or question generation was more effective at improving reading fluency and comprehension of fourth- through sixth-grade students with learning disabilities or reading problems. Adult tutors trained by the investigator conducted the interventions. Instructional components and training within…
Descriptors: Reading Fluency, Reading Improvement, Learning Disabilities, Reading Comprehension
