How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
Citations since 2016
0 Research Items
This document provides research-based guidance on academic literacy instruction in the content areas, specifically focusing on the effective use of text in content areas. It reviews the research evidence about content-area literacy instruction for adolescents and suggests ways teachers can use content-area texts to enable students to understand the...
This study examines the role of teacher knowledge about reading fluency in students' fluency growth. Specifically, the effects of teacher knowledge on fluency with nonsense word reading and oral passage reading were examined. Students' vocabulary was also considered as a predictor of fluency development. Results demonstrated that teacher knowledge...
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n=286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awar...
This document was prepared to provide guidance to "Reading First" coaches and teachers regarding alternative lesson structures for providing small group, differentiated instruction to students in grades K-3 within "Reading First" schools in Florida. The motivation for the development of this document stemmed from specific weaknesses in student read...
This article describes the findings of our review process for core reading programs and provides a preliminary rubric emanating from this process for rating core reading programs. To our knowledge, this is the first published review of the current Reading First guidelines and includes all five components of scientifically based reading research (SB...
A study examined evidence that first graders are able to analyze and respond to picture books. The study resulted from the collaboration of an eighth-grade class and a first-grade class. The eighth graders were given the task of writing, illustrating, and reading a picture book for the first graders. The first-grade class was randomly divided into...