This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…

This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…

Studies indicated that a single experience of retelling a story after listening produced a small improvement in kindergarten children's comprehension and that this effect could be increased by frequent practice and guidance in retelling. Appended are a story reading and retelling guidesheet for students and directions for guiding retellings for…

Students in fourth and seventh grade who were poor comprehenders were taught prediction, clarification, question generation, and summarization using scaffolding instruction. Performance on a standardized comprehension test improved for the students who received the instruction. (PCB)

Examined effects of instructional components for studying literature on limited-English-proficient and English-proficient students, part of an ongoing program to estimate effects of several individual components of a Spanish-to-English language-arts transition program. Found that combined effects of literature logs and instructional conversations…