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Direct linkAriel, Robert; Karpicke, Jeffrey D.; Witherby, Amber E.; Tauber, Sarah K. – Educational Psychology Review, 2021
When people make judgments of learning (JOLs) after studying paired associates, the process they engage in to monitor their learning can directly enhance learning for some types of material (Soderstrom et al. 2015). The current experiments investigated whether JOLs directly enhance learning educationally relevant texts. Across 5 experiments (N =…
Descriptors: Paired Associate Learning, Evaluative Thinking, Reading Comprehension, Textbooks
Kim, James S.; Burkhauser, Mary A.; Relyea, Jackie Eunjung; Gilbert, Joshua B.; Scherer, Ethan; Fitzgerald, Jill; Mosher, Douglas; McIntyre, Joseph – Journal of Educational Psychology, 2023
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students' reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students…
Descriptors: Elementary School Students, Grade 1, Grade 2, Literacy Education
Download full textZhanxia Yang; Patricia Moore Shaffer; Courtney Hagan; Parastu Dubash; Marina Bers – Grantee Submission, 2023
The aim of this study was to explore how the Coding as Another Language (CAL) curriculum, developed by Boston College's DevTech Research Group and utilizing the ScratchJr app, impacted students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly assigned thirteen schools in a…
Descriptors: Coding, Second Language Learning, Curriculum Development, Programming Languages
Neuman, Susan B.; Samudra, Preeti; Wong, Kevin M. – Grantee Submission, 2021
Previous studies have often compared and contrasted differences among media presentations, including traditional storybooks and videos and their potential for incidental word learning among preschoolers. Studies have shown that children learn words from a variety of media, and that repetition is an important source for incidental learning. Yet, to…
Descriptors: Incidental Learning, Vocabulary Development, Language Acquisition, Multimedia Instruction
James S. Kim; Mary A. Burkhauser; Laura M. Mesite; Catherine A. Asher; Jackie Eunjung Relyea; Jill Fitzgerald; Jeff Elmore – Journal of Educational Psychology, 2021
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…
Descriptors: Reading Comprehension, Learner Engagement, Intervention, Program Effectiveness
MacArthur, Charles A.; Traga Philippakos, Zoi A.; May, Henry; Compello, Jill – Journal of Educational Psychology, 2022
The article presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical…
Descriptors: Metacognition, Self Efficacy, Grammar, Student Motivation
Kim, Ha Yeon; Hsin, Lisa B.; Snow, Catherine E. – International Journal of Bilingual Education and Bilingualism, 2021
Most U.S. classrooms serve students with various linguistic and academic needs. Tier-I universal approaches support English language learners (ELLs) without segregating them into a different track and thereby constraining future learning opportunities. The current study examines whether Word Generation (WG), a Tier-I discussion-based program…
Descriptors: Equal Education, English Language Learners, Poverty, Program Effectiveness
