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Özge Sakaryali; Mazhar Bal; Yakup Yildirim – SAGE Open, 2024
Effective use of one's mother tongue has a positive impact on an individual's life, especially in mother tongue education at the K-12 level. During this period, students progressively learn to use the language more effectively, which is critical for fostering creativity. Therefore, emphasizing creativity in mother tongue education at the K-12…
Descriptors: Creativity, Elementary Secondary Education, Native Language Instruction, Writing Skills
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Madina Moldagali; Zeinep Osmanova; Tanat Nurgaziyev – Journal of Social Studies Education Research, 2024
The purpose of this meta-analytic study is to evaluate the effects of innovative approaches and practices in teaching poetry on academic performance, including reading, writing, and understanding. A total of 574 studies were initially identified using relevant keywords from the Web of Science, Taylor & Francis, Science Direct, Scopus, and ERIC…
Descriptors: Poetry, Writing Skills, Reading Skills, Reading Comprehension
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Ayse Tokaç Kan – International Journal of Contemporary Educational Research, 2024
A new reading curriculum incorporating the principles of concept-based instruction and reading strategy instruction was designed and implemented for a previous study. Concept-based instruction was compared with reading strategy instruction to determine the impact of the new curriculum on language learners' reading and reflective thinking skills.…
Descriptors: Second Language Learning, Reading Skills, Thinking Skills, Reflection
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Gerry McWilliams; Julian C. Leslie; Claire McDowell – Journal of Behavioral Education, 2024
Headsprout Early Reading is a computer-based program designed on behavioral principles to enhance the basic skills that underpin the initial development of reading. In a within and between groups design, and using primary schools within Northern Ireland that had a currently high proportion of disadvantaged pupils, children who were behind their…
Descriptors: Intervention, Reading Programs, Phonics, Reading Skills
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Esther Moraleda; Noelia Pulido; Noelia Santos; Patricia López – Journal of Education and Learning, 2024
The main objective of this study is to assess the Spanish literacy competence of students enrolled in bilingual and trilingual programs by analyzing the developmental process and evolutionary course of reading during the first cycle of Primary Education. This analysis aims to determine whether the reading skills in Spanish of students in…
Descriptors: Elementary School Students, Bilingual Education, Bilingual Students, Reading Skills
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Miao Li; Mellissa M. C. DeMille; Maureen W. Lovett; Joan Bosson-Heenan; Jan C. Frijters; Jeffrey R. Gruen; GRaD Study Consortium – npj Science of Learning, 2024
Proficient reading requires critical phonological processing skill that interacts with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1419…
Descriptors: Phonological Awareness, Reading Achievement, Family Environment, Children
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Su-Zhen Zhang; Tomohiro Inoue; George K. Georgiou – Reading Research Quarterly, 2024
We examined the relation between home literacy environment (HLE), parents' reading skills, and children's emergent literacy skills (pinyin letter knowledge, phonological awareness, and vocabulary) and reading (word reading and reading comprehension) in a sample of 168 Chinese children (M[subscript age] = 74.26 months) followed from kindergarten to…
Descriptors: Family Environment, Parents, Reading Skills, Emergent Literacy
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Adriana Frates; Fred Spooner; Belva Collins; Patricia Peterson – Research and Practice for Persons with Severe Disabilities, 2024
In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three…
Descriptors: Special Needs Students, Students with Disabilities, Intellectual Disability, Elementary School Students
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April N. Terry; Sarah Broman Miller – Journal of Service-Learning in Higher Education, 2024
This study addresses two areas of need in the literature. First, we recognize the impact of experiential-learning on student outcomes and fewer opportunities within the social sciences. Second, as academics in criminal justice and education, we are aware of educational needs of incarcerated persons. The current study blended together…
Descriptors: Experiential Learning, Institutionalized Persons, Correctional Institutions, Females
Steven M. Hunt – ProQuest LLC, 2024
Reading comprehension is a critical academic skill that permeates all academic subjects. Students with autism spectrum disorder are more likely to struggle with reading comprehension, especially as they enter secondary education. Therefore, evidence-based interventions to support middle school students with autism in developing reading…
Descriptors: Reading Comprehension, Students with Disabilities, Autism Spectrum Disorders, Reading Difficulties
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Jeanne Sinclair; Eric Saltsman; Ling Li – AERA Online Paper Repository, 2024
This study investigated direct and indirect pathways from listening comprehension (LC) to reading comprehension (RC) via fluent word reading (FWR) in grades 1-3, and path equivalence across these grades. LC's total effects predicting RC range from 0.45 to 0.59 in grades 1-3, a stronger relationship than found in previous studies. Overall, LC's…
Descriptors: Listening Comprehension, Reading Skills, Reading Comprehension, Reading Fluency
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Bianca Balea; Maria Kovacs; Sorana Pogacean – Journal of Educational Sciences, 2024
Since 2012, when preparatory grade (PG) became compulsory in Romania for 6-year olds, little understanding has been gained of how children's literacy evolves in PG, although over the same period, Romanian 15-year olds' reading performance has shown no signs of improvement (Noveanu et al., 2023). Children enter school with broadly varying literacy…
Descriptors: Foreign Countries, Reading Skills, Preschool Education, Attendance
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Eliane Lorenz; Tugba Elif Toprak-Yildiz; Peter Siemund – International Journal of Multilingualism, 2025
A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of…
Descriptors: Foreign Countries, English (Second Language), Multilingualism, Bilingualism
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Georgiou, George K.; Kushnir, Greg; Parrila, Rauno – Alberta Journal of Educational Research, 2020
Literacy is the most important skill children are required to master during their early school life. At the same time, much has been written about both the inadequate preparation of teachers to teach reading and the ever-increasing number of poor readers in our schools. In this study, we examined teachers' perceptions of the factors that have…
Descriptors: Literacy Education, Educational Improvement, School Effectiveness, Reading Skills
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Grotlüschen, Anke; Nienkemper, Barbara; Duncker-Euringer, Caroline – International Review of Education, 2020
Among the United Nations' 17 Sustainable Development Goals (SDGs) launched in 2015, the fourth goal (SDG 4) is dedicated to education, and one of the ten targets within that goal specifically addresses adult literacy and numeracy skills. Efforts to reach this target involve monitoring, which in turn involves assessment. The most powerful…
Descriptors: International Assessment, Reading Tests, Reading Achievement, Reading Skills
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