Study Name |
Design
Rating
 |
Strategy, Subjects, Effects
 |
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Carr & Thompson.
The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities.
Read full review
reading_7-8_58
|
5 |
Strategy: Prior knowledge/schema strategies on inferential reading comprehension
Subjects: 48 children from metropolitan schools including 16 7th and 8th-grade children with learning disabilities
Results: This study provided additional evidence that the inferential integration of prior knowledge with explicit text content is facilitated by well-developed prior knowledge schemata.
|
|
Study:
DeLaPaz & Graham.
Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.
Read full review
reading_7-8_103 |
4.5 |
Strategy: SRSD- Self-Regulated Strategy Development Model
Subjects: 58 7-8 graders , 2 suburban schools in SE. Schools' demographics: 500 students, 94% White, under 1% ESL, reduced-fee lunch - 18% and 12% at the 2 schools.
Results:
| |
Posttest
Effect Size |
Maintenance
Effect Size |
| Planning |
+1.17 |
+1.04 |
| Length |
+0.82 |
+1.07 |
| Vocabulary |
+1.13 |
+0.94 |
| Quality |
+1.71 |
+0.74 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 6-8
Diverse Learners
Keywords:
writing; explicit teaching
|
Study:
McCormick, C. and Levin, J.
A comparison of different prose-learning variations of the mnemonic keyword method.
Read full review
reading_7-8_160 |
Added
8-10-05
4.5 |
Strategy: Which of 3 Keyword Methods (Integrated, Paired, Chained) is best suited for prose-learning tasks?
Subjects:
Experiment 1:
220 eighth-grade students (ages 13-15) from 2 midwestern university communities:
11 classrooms; 6 tested according to one question order and 5 in another; 5 instructional conditions (3 keyword and 2 control); 44 students in each of 5 instructional conditions
Experiment 2:
82 seventh & eighth grade students (ages 12-14 and 13-15) from a different Midwestern community
Results: Effect Size - Keyword-integrated vs. cumulative control produces an Effect Size of +1.02 on the immediate test and +1.31 on delayed test.
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 7-8
Keywords: mnemonics, keyword method, recall, prose, illustration prompts |
Study:
Lysynchuk, Pressley, & Vye.
Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders.
Read full review
reading_4-6_26 |
4 |
Strategy: Reciprocal teaching
Subjects: 71 fourth and seventh graders considered to be poor comprehenders in Canada
Results:
| |
Standardized
Comprehension |
Standardized Vocabulary |
| Fourth Graders |
+0.56 |
+0.44 |
| Seventh Graders |
+0.54 |
-0.41 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8
Diverse Learners
Keywords:
reciprocal teaching; questioning: summarizing; predicting
|
Study:
Rosenshine, Meister, & Chapman.
Teaching students to generate questions: A review of the intervention studies.
Read full review
reading_4-6_32 |
4 |
Strategy: Generation of Questions
Subjects: The grade levels of the students in these studies ranged from third grade through college.
Results: Overall, teaching students to generate questions on the text they have read resulted in gains in comprehension, as measure by tests given at the end of the intervention. Effect size was +.36 when standardized tests were used, and +.86 when experimenter-developed comprehension tests were used. |
Reading Topics:
• Comprehension
– Questioning Strategies
Grades: 3-5, 6-8, 9-12
Keywords:
questioning; students' questions; interventions |
Study:
Rosenshine & Meister.
Reciprocal teaching: A review of the research.
Read full review
reading_4-6_34 |
4
Meta-analysis |
Strategy: Reciprocal Teaching (Cognitive Strategy Instruction)
Subjects: Subjects for the collection of research varied from first grade to college level.
Results: The overall results indicated that gains were made by students in the treatment groups on comprehension measures. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: Diverse Learners
Keywords:
reciprocal teaching; summarizing; questioning; predicting
|
Study:
Collins.
Reading instruction that increases thinking abilities.
Read full review
reading_4-6_38 |
4 |
Strategy: Thinking Abilities.
Subjects: 168 sixth and seventh graders with average grade point of 2.36 on a 4-point scale in four large metropolitan schools in the southwest
Results: Effect Size for Reading Total on ITBS= +1.11 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6, 8, 9
Keywords:
reasoning; thinking
|
Study:
Raphael & McKinney.
An examination of fifth- and eighth-grade children's question-answering behavior: An instructional study in metacognition.
Read full review
reading_4-6_47
|
4 |
Strategy: QAR - Question Answer Relationship
Subjects: 217 5th and 8th grade students from 4 comparable suburban schools in Salt Lake City
Results: Training does enhance children's performance on comprehension tasks, and is particularly effective with children of average and low-reading abilitiy levels, particularly with regard to implicit question types. |
|
Study:
Taylor & Beach.
The effects of text structure instruction on middle-grade student comprehension and production of expository text.
Read full review
reading_7-8_1
|
4 |
Strategy: Experimental group received 1 hour/week of instruction and practice in how to produce and study a hierarchical summary of social studies materials they had read. Conventional treatment group received directed reading lesson over same material. Control group received no special instruction.
Subjects: 114 7th-graders from 3 combination social studies/English classes at a suburban junior high school
Results:
| |
Exp./ Conventional |
Exp./Control |
| Short Answer Passage A |
+0.17 |
+1.26 |
| Short Answer Passage A |
+0.04 |
+0.923 |
| Recall |
+1.77 |
+0.95 |
|
|
Study:
Hayes.
The potential for directing study in combined reading and writing activity.
Read full review
reading_7-8_42
|
4 |
Strategy: Paraphrasing, Questioning, Comparing/Contrasting after reading
Subjects: 56 students in two 6th grade classes in a university lab school; wide range of abilities and backgrounds.
Interview sub-sample of 30 students was randomly selected from the 56.
Results: Effect size -
| |
Questions |
Compare |
Paraphrase |
| Text repro. |
-024 |
-0.10 |
-0.09 |
Deletion |
-0.04 |
-0.25 |
-0.25 |
Generalization |
-0.03 |
+0.09 |
+0.20 |
Integration |
+0.27 |
-0.10 |
+0.08 |
Construction |
+0.45 |
+0.15 |
-0.26 |
|
Reading Topics:
• Comprehension
– Misc. (writing)
Grades: 9-12
Keywords:
inferencing; writing; studying
|
Study:
McNamara, Kintsch, Songer, Butler & Kintsch.
Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text.
Read full review
reading_7-8_52 |
4 |
Strategy: Construction/Integration Models of Text Comprehension
Subjects: Exp 1: 36 seventh through ninth graders in Boulder, Colorado. Exp 2: 56 seventh through tenth graders
Results: Experiment 1: There are advantages for globally coherent text and for more explanatory text.
Experiment 2: Readers who know little about the domain of the text benefit from a coherent text, whereas the high-knowledge readers benefit from a minimally coherent text. |
Reading Topics:
• Comprehension
– Text Structure
– Questioning Strategies
– Activating Background Knowledge
Grades: 7, 8, 9
Keywords:
science; inferences; recall |
Study:
Denner.
Comparison of the effects of episodic organizers and traditional notetaking on story recall.
Read full review
reading_7-8_65
|
4 |
Strategy: Episodic Organizers (story maps, graphic organizer) and traditional note taking
Subjects: 111 7th-grade students from regular reading classes in a suburban junior high
Results: Effect size -
| Provided Episodic Organizers |
-.015 |
Completed Episodic Organizers
|
+0.59 |
| Notetaking |
+0.52 |
|
|
Study:
Chi, M.T.H., de Leeuw, N., Chiu, M., & Lavancher, C.
Eliciting self-explanations improves understanding.
Read full review
reading_7-8_124 |
Added
8-10-05
4 |
Strategy: Self-explanations
Subjects: 2 groups of eighth graders. Experimental subjects: 7 boys, 7 girls. Control group: 5 boys, 5 girls. Inner-city school in Pittsburgh.
Results: Effect Size - +0.915 |
Reading Topics:
• Comprehension
– Misc.
Grades: 8
Keywords: integration, self-explanations, expository text, science, prompting |
Study:
Sturm , J. M. & Rankin-Erickson, J.L.
Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities.
Read full review
reading_7-8_158
|
Added
2-3-06
4 |
Strategy: Concept Mapping, both hand-drawn and computer-generated (Inspiration™ software).
Subjects: Middle school English/reading classroom in a medium-sized Midwestern city. 12 students with primary disability as learning disability, with needs in written expression in an 8 th grade classroom
Results: Results:
Number of Words: Hand-mapping |
1.2 |
Number of Words: Computer-mapping |
2.2 |
Number of T-units: Hand-mapping |
1.75 |
Number of T-units: Computer-mapping |
2.25 |
Syntactic Complexity: Hand-mapping |
0.02 |
Syntactic Complexity: Computer-mapping |
-0.05 |
Holistic: Hand-mapping |
0.83 |
Holistic: Computer-mapping |
1.05 |
|
Reading Topics:
• Comprehension
– Graphic Organizers
• Vocabulary
Grades: 6 - 8
Diverse Learners
Keywords: metacognition, concept mapping, writing, learning disabilities
|
Study:
Peters & Levin.
Effects of a mnemonic imagery strategy on good and poor readers' prose recall.
Read full review
reading_4-6_25 |
3 |
Strategy: Mnemonic imagery strategy
Subjects: Experiment 1: 38 middle school students in a Midwestern university community with above grade level vocabulary
Experiment 2: 116 seventh graders from rural Eastern community; "good" and "poor"readers
Results: Experiment 1: Both good and poor comprehenders in the mnemonic imagery strategy condition performed significantly better than those in the no-strategy condition. 89% and 79% of good and poor comprehenders reported adopting their instructed strategy. Experiment 2: Statistically higher level of central-accomplishment recall for strategy group (both good and poor readers) vs. no-strategy. No differences in incidental recall. Good readers in strategy condition out performed counterparts in no-strategy. Poor readers receiving the underlined/highlighted passage provided higher effects than the strategy. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6-8
Diverse Learners
Keywords:
imagery; mnemonics; recall
|
Study:
Graves.
Effects of direct instruction and metacomprehension training on finding main ideas
Read full review
reading_4-6_146 |
3 |
Strategy: Direct Instruction and Metacomprehension Training on finding main ideas
Subjects: 24 boys and 8 girls in the fifth through eighth grades, identified as learning disabled, scored at least 2 years below grade level on a standardized reading test, and had IQs within the normal range
Results: The significant results indicated that both metacomprehension(self-monitoring) plus direct instruction, and direct instruction alone are significantly more effective than the control training conditions. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5-8
Diverse Learners
Keywords:
direct instruction; main idea; metacomprehension |
Study:
Margosein, Pascarella, & Pfaum.
The effects of instruction using semantic mapping on vocabulary and comprehension.
Read full review
reading_7-8_37
|
3 |
Strategy: Semantic mapping and its effect on vocabulary and comprehension
Subjects: 44 7th & 8th-grade parochial school students in a Mexican-American community
Results: Pre/Post with Control on Gates MacGinitie
| Vocabulary |
+ 0.32 |
| Comprehension |
+0.12 |
|
|
Study:
Wong, Wong, Perry, & Saarvatsky.
The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies.
Read full review
reading_7-8_66
|
3 |
Strategy: Self-questioning summarization
Subjects: Study 1 - five 7th-graders. Study 2: three 8th-graders. Of the 8 students, 2 were learning disabled, 2 were suspected of learning disabilities, and 4 were underachievers.
Results: Results were as follows: (1) adolescents successfully learned the summarization skills, (2) the strategy effectively increased recall, and (3) the subjects used wide individual differences in employing the strategy.
|
|
Study:
Morocco, Hindin, Mata-Aguilar, & Clark-Chiarelli.
Building a deep understanding of literature with middle-grade students with learning disabilities.
Read full review
reading_7-8_81 |
3 |
Strategy: Supported Literacy Approach (integrated thematic units: reading, discussing, writing about a shared age-appropriate text supported by close work with teachers and peers)
Subjects: - 750 7th & 8th grade students; - Low SES: 61%; " 35 with disabilities
Results: This study did show, that in a supported context, inclusion students could perform higher-level activities at a level similar to other peers. |
Reading Topics:
• Comprehension
– Text Structure
Grades: 6-8
Diverse Learners
Keywords:
thematic units; writing; interventions |
Study:
Garner & Reis.
Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders.
Read full review
reading_4-6_23
|
2 |
Strategy: Rereading the text or "looking back" in order to respond to improve comprehension
Subjects: 19 fourth thru tenth graders who were considered "poor-comprehenders" (pc) attending a summer reading clinic who could decode and 19 "good comprehenders" (gc) in grades six thru eight chosen the following school year who matched the pc group
Results: Poor comprehenders mostly failed to demonstrate monitoring and mostly failed to spontaneously use look backs. The study implies that readers' knowing they did not know (an answer to the question) preceded knowing what to do to resolve the dilemma (self-monitoring before solution). |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8, 9-12
Keywords:
narrative text; at-risk students; strategy |
Study:
Alvermann, Young, Weaver, Hinchman, Moore, Phelps, Thrash, & Zaleweski.
Middle and high school students' perceptions of how they experience text-based discussions: A multicase study
Read full review
reading_7-8_6
|
2 |
Strategy: Classroom discussion
Subjects: 5 studies; each with 13 to 23 English or history students; grades 8 to 12
Results: This study supports the need for teachers to move towards student- or learning-centered instruction instead of text- or teacher-centered instruction.
|
Reading Topics:
• Comprehension
– Discussion
Grades: 3-5, 6-8, 9-12
Keywords:
discussion; participation
|
Study:
Reynolds, Taylor, Steffensen, Shirey, & Anderson.
Cultural schemata and reading comprehension.
Read full review
reading_7-8_61 |
2 |
Strategy: Relationship between cultural schemata and reading comprehension
Subjects: 105 8th-grade students in 3 cities- one with a black working class population and two in a white agricultural area
Results: Results from this study indicate that when reading materials covers an area in which there is a clear cultural difference, there are large differences among groups in comprehension. |
Reading Topics:
• Comprehension
– Activating Background Knowledge
Grades: 6-8
Keywords:
cultural bias; schemata
|
Study:
Cramer & Smith.
Technology's impact on student writing at the middle school level
Read full review
reading_7-8_88 |
2 |
Strategy: The Movie Project (use of technology in writing)
Subjects: 139 6th - 8th graders (88 from Movie Project School; 51 from Traditional School)
Results: At the end of the school year, the students in both schools improved their scores but there was no statistically significant difference between the two schools’ scores. There were statistically significant differences between the pretest scores of the sixth graders in all three areas, but not for the seventh or eighth graders. |
Reading Topics:
• Comprehension
– Misc (writing)
Grades: 6-8
Keywords:
writing; technology |
Study:
Bulgren, J.A., Deshler, D.D., and Schumaker.
Use of a recall enhancement routine and strategies in inclusive secondary classes
Read full review
reading_7-8_157 |
2 |
Strategy: Recall Enhancement Routine (RER)
Subjects: Study 1: 9 general education teachers from two suburban Kansas school districts with diverse student populations including students with LD.
Study 2: 385 seventh graders across 40 teachers enrolled in the life science classes of the two experimental teachers and the tow comparison teachers. 39 were students with LD.
Results: Student performance on identification of appropriate devices for recall – Effect Size = .55
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 7
Keywords: recall enhancement routine, LD, mnemonics |
Study:
Hallenbeck, M.J.
The cognitive strategy in writing: Welcome relief for adolescents with learning disabilities
Read full review
reading_7-8_120 |
Added
8-10-05
2 |
Strategy: Cognitive Strategy in Writing (CSIW) (POWER)
Subjects: Seven white resource room students, grades 7-12; IQ range from 92-106 with a mean of 98.7.
Woodcock Johnson broad written language scores between 5.2 and 6.6 (mean of 5.6) and reading between 6.9 and 9.0 (mean of 8.1)
Results: Effect size -
| |
Explanation |
Expert |
| Holistic Pre |
+1.857 |
+1.286 |
| Holistic Post |
+2.714 |
+2.571 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Also Diverse Learners
Grades: 7-12
Keywords:
writing, modeling, learning disabled |
Study:
Hughes, C., Ruhl, K., Schumaker, J., & and Deshler, D.
Effects of Instruction in an Assignment Completion Strategy on the Homework Performance of Students with Learning Disabilities in General Education Classes
Read full review
reading_7-8_111 |
Added
8-10-05
2 |
Strategy: Assignment Completion Strategy - PROJECT
Subjects: Nine Caucasian middle-school students with learning disabilities, ages 12-15. Eight male and one female. Four with low SES. Nominated by 2 resource teachers; in resource room 1 -4 periods per day.
Results: Effect Size - +1.04 for “quality” |
Reading Topics:
• Comprehension
– Strategy Instruction
Also Diverse Learners
Grades: 7-12
Keywords:
homework; modeling; middle school |
Study:
Bretzing & Kulhavy.
Notetaking and depth of processing.
Read full review
reading_9-12_64
|
2 |
Strategy: Notetaking skills
Subjects: 180 male and female junior and senior high student volunteers
Results: The notes are worthwhile only if the notes are of a semantic nature, which increases the depth at which material is processed and strengthening memory recall.
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 9-12
Keywords:
notetaking; prose text
|
Study:
Bulgren, J.A., Deshler, D.D., and Schumaker, J.B.
Use of a recall enhancement routine and strategies in inclusive secondary classes.
Read full review
reading_7-8_157
|
Added
2-3-06
2 |
Strategy: Recall Enhancement Routine (RER) to present mnemonic devices
Subjects: Study 1 - Nine general education teachers taught general education classes in which a diversity of students, including those with LD
Results: Student performance on identification of appropriate devices for recall – Effect Size = .55
|
|
Study:
Topping & Sanders.
Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader)
Read full review
reading_4-6_93 |
1 |
Strategy: Learning Information System, Accelerated Reader (AR) and Tennessee Value-Added Assessment System
Subjects: All Tennessee 2nd-8th graders tested by Tennessee Comprehensive Assessment Program (TCAP).
Results: There is no evidence of a causal relationship between AR and increased achievement. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: K-8
Keywords:
Accelerated Reader |
Study:
Havens.
Project CRISS: Reading, writing and studying strategies for literature and content.
Read full review
reading_4-6_106 |
1 |
Strategy: CRISS
Subjects: CRISS developmental site (Kalispell, MT.) and two replication sites. Grades 4, 6, 8, and 11. Note: no description of participant or demographics.
Results: Significant gains were made by each of the Project CRISS groups at each site. Students in CRISS groups were able to recall twice as much information as students in the control group. Students' posttesting paragraphs explaining what they did to read and learn differed. Experimental students used a rich assortment and often used multiple strategies. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 4, 6, 8, 11
Keywords: recall, reading strategies, organization, memory, vocabulary, writing strategies |
Study:
Pavonetti, Brimmer, & Cipielewski.
Accelerated reader: What are the lasting effects on the reading habits of middle school student exposed to Accelerated Reader in elementary grades?
Read full review
reading_7-8_90 |
1 |
Strategy: Accelerated Reader
Subjects: 1,771 7th graders from 10 middle schools
Results: The overall results of this study do not support the claim that Accelerated Reader creates lifelong readers and students who continue to read independently after they no longer participate in the AR system. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: 6-8
Keywords:
Accelerated Reader |
Study:
Ivey, G., & Broaddus, K.
Just plain reading: A Survey of what makes student want to read in middle school classrooms
Read full review
reading_7-8_108 |
Added
8-10-05
1 |
Strategy: Survey of students to find what factors make them want to read.
Subjects: 1,765 sixth graders from 23 diverse schools (varied cultures, abilities, and economic levels) in the mid-Atlantic and northeastern United States.
Results: The survey clearly indicated that high engagement reading and language arts classrooms would include time to read, time to listen to teachers read, and access to personally interesting materials as main factors that influence why students want to read in middle school classrooms. |
Reading Topics:
• Comprehension
– Misc.
Also Diverse Learners
Grades: 7-12
Keywords:
motivation |
Study:
Kucan & Beck.
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction.
Read full review
reading_meta_35 |
|
Summary: [The study] suggests that thinking aloud has been an important pradigm for research in reading comprehension and reading comprehension instruction. It also suggests that thinking aloud will continue to play an important role in future research directed toward investigating social constructivist models for reading comprehension instruction. |
Reading Topics:
• Comprehension
– Think Aloud
– Strategy Instruction
– Literature Review
Grades: 3-5, 6-8
Keywords:
inquiry; modeling |
Study:
Alexander & Judy.
The interaction of domain-specific and strategic knowledge in academic performance.
Read full review
reading_7-8_62
|
Literature Review |
Strategy: Domain-specific and strategic knowledge in academic performance
Subjects: N/A (literature review)
Results: N/A
|
|
Study Name |
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Levin, Levin, Glasman, & Nordwall.
Mnemonic vocabulary instruction: additional effectiveness evidence.
Read full review
reading_rf_19
|
5 |
Strategy: Mnemonic Vocabulary Instruction
Subjects: Four experiments are reported, two with seventh- and eighth-grade students (experiment 1 - 202 seventh and eighth graders excluding students with special needs) (experiment 2- 99 seventh and eighth graders), and two with third- and fourth-grade students (experiment 3 - 53 fourth graders) (experiment 4 -74 third and fourth graders). The participating schools were in the Pacific southwest, and served an ethnically mixed (primarily white, Hispanic, and Oriental), lower-middle to upper-middle class neighborhood serving largely professional families.
Results:
Experiment |
Effect Size |
| 1 Mnemonic students v. context condition |
0.85 |
| 2 Mnemonic students v. context condition |
1.34 |
| 3 Mnemonic small group v. context small group (delayed) |
0.63 |
|
Reading Topics:
• Vocabulary
Grades: 3-4 and 7-8
Keywords: mnemonics, vocabulary strategies, keyword method
|
Study:
Kuhn & Stahl.
Teaching children to learn word meanings from context: A synthesis and some questions.
Read full review
reading_meta_19 |
|
Summary: What do fourteen studies show about approaches aimed at teaching children to be more efficient at learning words from context? Does teaching the use of context clues make sensible use of limited time available for reading instruction?
Results: The researchers concluded that the practice of deriving words from context may be equal to instruction in using context clues. Their best recommendation for teachers wanting to increase vocabulary through context is to “encourage their students to read more text of a level sufficiently challenging or containing words that might be learned from context: (p. 136). |
Reading Topics:
• Vocabulary
Keywords:
context; word meaning |
Study:
Stahl & Fairbanks.
The effects of vocabulary instruction: A model-based meta-analysis.
Read full review
reading_4-6_54
|
4
Meta-analysis |
Strategy: Vocabulary Instruction
Subjects: NA
Results: Vocabulary instruction does appear to have a significant effect on the comprehension of passages containing taught words (effect sizes averaged +.97*) and passages not necessarily containing taught words (effect size +.30) |
Reading Topics:
• Meta-analyses
• Vocabulary
Keywords:
definitions; context
|
Study:
Wysocki & Jenkins.
Deriving word meanings through morphological generalization.
Read full review
reading_4-6_107 |
5 |
Strategy: Morphological generalization or word structure analysis
Subjects: 42 fourth graders in 2 classrooms; 45 sixth graders in 2 classrooms; 48 eighth graders in 4 classrooms (Students absent or missing CAT scores not included in analysis).
Results: Each grade performed significantly better on transfer words than on control words. Older students (6th and 8th) were more skilled in the use of context clues and in the use of morphological clues. Students in the three levels differed significantly in their ability to use morphological information. |
Reading Topics:
• Comprehension
– Strategy Instruction
• Phonics
• Vocabulary
Grades: 4, 6, 8
Keywords:
contect; suffxes; stems; prefixes; semantics |
Study:
Scott, Jamieson-Noel, & Asselin.
Vocabulary instruction throughout the day in twenty-three upper-elementary classrooms.
Read full review
reading_4-6_83 |
4 |
Strategy: Vocabulary Instruction.
Subjects: 550 students; 23 ethnically diverse classrooms from three districts in Canada; grade levels included 4th through 7th.
Results: Whole-class instruction was most common at 45% of instructional time, individual instruction accounted for 37% of the time, partnering accounted for 13% of the time and 5% of the time was with small group instruction. Teachers continue to do a significant amount of mentioning and assigning, but little actual teaching. |
Reading Topics:
• Vocabulary
Grades: 4-7
Keywords:
effective instruction; semantic networks |
Study:
Duin & Graves.
Intensive vocabulary instruction as a prewriting technique.
Read full review
reading_7-8_21
|
4 |
Strategy: Intensive vocabulary instruction as a prewriting technique
Subjects: (80) 7th graders in a middle-class suburb of Minneapolis. The schools was 95% white, 3% black, 2% Hispanic, and 2% Oriental (Asian)
Results:
Pre/Post Vocabulary |
1.58 |
Pre/Post Essay |
2.26 |
|
Reading Topics:
• Comprehension
– Misc. (writing)
• Vocabulary
Grades: 7
Keywords:
essay writing; preteaching words
|
Study:
Sturm , J. M. & Rankin-Erickson, J.L.
Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities.
Read full review
reading_7-8_158
|
Added
2-3-06
4 |
Strategy: Concept Mapping, both hand-drawn and computer-generated (Inspiration™ software).
Subjects: Middle school English/reading classroom in a medium-sized Midwestern city. 12 students with primary disability as learning disability, with needs in written expression in an 8 th grade classroom
Results: Results:
Number of Words: Hand-mapping |
1.2 |
Number of Words: Computer-mapping |
2.2 |
Number of T-units: Hand-mapping |
1.75 |
Number of T-units: Computer-mapping |
2.25 |
Syntactic Complexity: Hand-mapping |
0.02 |
Syntactic Complexity: Computer-mapping |
-0.05 |
Holistic: Hand-mapping |
0.83 |
Holistic: Computer-mapping |
1.05 |
|
Reading Topics:
• Comprehension
– Graphic Organizers
• Vocabulary
Grades: 6 - 8
Diverse Learners
Keywords: metacognition, concept mapping, writing, learning disabilities
|
Study:
Margosein, Pascarella, & Pfaum.
The effects of instruction using semantic mapping on vocabulary and comprehension.
Read full review
reading_7-8_37
|
3 |
Strategy: Semantic mapping and its effect on vocabulary and comprehension
Subjects: 44 7th & 8th-grade parochial school students in a Mexican-American community
Results: Pre/Post with Control on Gates MacGinitie
| Vocabulary |
+ 0.32 |
| Comprehension |
+0.12 |
|
|
Reviewers' Ratings of Research As explained in the Reading Summary page, selection of research for this database has emphasized studies meeting the definition of quality research as outlined in the federal No Child Lift Behind legislation. Remember that ratings in column 2 apply to the research design, not to the quality of the intervention studied or how powerful the method, strategy, or approach is in influencing overall student achievement. Design rating levels, as illustrated by the Gold Standard pyramid, are further explained on the Definitions page. The tables below are arranged by column 2, Design Rating, with highest ratings (or N/A) listed first.