Study:
Freppon, P.A. & McIntyre. E.

A comparison of young children learning to read in different instructional settings.

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reading_k-3_136

Reading Topics:
• Comprehension
 – Miscellaneous

Grades: 1

Keywords:
skill-based instruction, constructivist instruction

Study:
Morris, D., Bloodgood, J., & Perney, J.

Kindergarten predictors of first and second grade reading achievement

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reading_k-3_184

Reading Topics:
• Comprehension
 – Miscellaneous

Grades: 1

Keywords:
predicting achievement, spelling

Study:
Hitchcock, C.H., Prater, M.A. & Dowrick, P.W.

Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties.

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reading_k-3_183

Reading Topics:
• Comprehension
   – Misc.

Grades: K

Keywords:
tutoring, video, self-modeling

Study:
Zipprich, M. A.

Teaching web making as a guided planning tool to improve student narrative writing

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reading_3-5_116

Strategy: Prestructured story web
Subjects: Thirteen 9-12 year-olds with full-scale IQ scores ranging from 89-109 (WISC-R) identified as having learning disabilities and significant writing deficits (Test of Written Language) with writing instruction as part of the IEP. All have resource room instruction.
Results: Following instruction in the web technique, students showed improvement in the two primary target behaviors of planning time and holistic(quality) score but showed inconsistent results for the other target behaviors of number words, thought units, density, sentence types, and mechanics.

Reading Topics:
• Comprehension
 – Graphic Organizers
 – Misc.

Grades: 3-5

Keywords: web making; learning disabled; narrative writing

Study:
Deno, Kim, Diment, & Rogers.

Comparison of reading intervention approaches for students with mild disabilities

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reading_4-6_150

Strategy: Peer Tutoring, Reciprocal Teaching, Effective Teaching Principles, Computer-Assisted Instruction (CAI), direct instruction models ( DI/SRA and DI format from Direct Instruction in Reading (Canine and Silbert, 1979).
Subjects: 176 students with mild disabilities grades 1-6 and 37 special education resource teachers
Results: Students’ average achievement gains were greater for only two of the six research models: Computer Assisted Instruction (CAI) Effect Size= +.18 Direct Instruction with Holt Materials Effect Size= +.18

Reading Topics:
   – Strategy Instruction

Grades: 1-6
Diverse Learners

Keywords:
Direct instruction; computer assisted instruction; peer tutoring; reciprocal teaching; effective teaching

Dalton, Tivnan, Keohane, Rawson, Dias.

Revealing competence: Fourth-grade students with and without learning disabilities show what they know on paper-and-pencil and hands-on performance assessments

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reading_4-6_157

Strategy: Effects of measuring student knowledge through alternate assessments
Subjects: 74 fourth graders in one suburban and 4 urban schools: 29 were students with a learning disability, 51% white, 26% African-American, 7% Latino, 16% other
Results: Students with LD and Low Achievers performed comparably on paper and pencil assessments and performance assessments. The two groups performed well below the Average to High Average group. However, in the performance assessment, the gap narrowed and some of the students with LD scored higher than students in the Average to High Average group.

• Comprehension
 – Miscellaneous

Also Diverse Learners

Guthrie, Wigfield, Metsala, & Cox.

Motivational and cognitive predictors of text comprehension and reading amount

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reading_4-6_158

Strategy: Motivational variables contribution to reading achievement and text comprehension
Subjects: Study 1: 117 fifth graders and 154 third graders from 3 schools with multicultural populations (55% African American, 22% Caucasian, 15% Hispanic, 7% Asian)
Study 2: 17,472 tenth graders included as eighth graders in base-year example in the National Educational Longitudinal Study (NELS:88)
Results: Study 1: Text comprehension was more significantly influenced by reading amount than other variables. However, reading amount was most significantly impacted by motivational factors. Study 2 corroborated those results.

• Comprehension
 – Miscellaneous

Study:
Policy Studies Associates, Inc.

A Validation Report on Read 180: A Print and Electronic Adaptive Intervention Program Grades 4 and Above

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reading_3-5_170

PENDING:

Strategy: Read 180 direct and explicit reading instruction
Subjects: 4th - 8th graders from large urban districts; reading is significantly below grade level.
Results: Pending

Reading Topics:
• Comprehension
 – Miscellaneous

Grades: 4-8

Keywords: None listed

Study:
DeLaPaz & Graham.

Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.

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reading_7-8_103

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:
Planning
   Posttest Effect Size = +1.17
   Maintenance Effect Size = +1.04
Length
   Posttest Effect Size = + .82
   Maintenance Effect Size = +1.07
Vocabulary
   Posttest Effect Size = +1.13
   Maintenance Effect Size = + .94
Quality
   Posttest Effect Size = +1.71
   Maintenance Effect Size = + .74

Reading Topics:
• Comprehension
 – Strategy Instruction
– Misc (writing)

Grades: 6-8
Diverse Learners

Keywords:
writing; explicit teaching

Study:
Chi, M.T.H., de Leeuw, N., Chiu, M., & Lavancher, C.

Eliciting self-explanations improves understanding.

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reading_7-8_124

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: Pending

Reading Topics:
• Comprehension
 – Misc.

Grades: 8

Keywords: integration, self-explanations, expository text, science, prompting

Study:
Cramer & Smith.

Technology's impact on student writing at the middle school level

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reading_7-8_88

Reading Topics:
• Comprehension
 – Misc (writing)

Grades: 6-8

Keywords:
writing; technology

Study:
Ivey, G., & Broaddus, K.

Just plain reading: A Survey of what makes student want to read in middle school classrooms

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reading_7-8_108

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:
Gernsbacher, Hallada, Robertson.

How automatically do readers infer fictional characters’ emotional states?

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reading_9-12_152

Strategy: Automatic inferences using divided attention tasks
Subjects: Experiment 1: 880 Native American English speakers participated to receive extra credit in an introductory psychology class.
Experiment 2: 80 Native American English speakers participated to receive cash payment.
Experiment 3: 80 Native American English speakers participated to receive extra credit in an introductory psychology class.
Experiment 4: 92 Native American English speakers participated to receive cash payment.
Results: The experiments support the researchers’ hypothesis that readers activate knowledge about human emotions; they also support that many of the processes and mechanisms involved in reading comprehension are general cognitive processes and mechanisms.

Study:
Tralli, R., Columbo, B., Deshler, D. & Schumaker, J. (a KU study)

The Strategies Intervention Model: A model for supported inclusion at the secondary level.

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reading_ku_175

Strategy: Intervention model for inclusion at the secondary level (SIM)
Subjects: Students in the Wethersfield Public Schools were introduced to the SIM model in 1988. Multiple teachers and schools were involved in the application of the model in special and general education programs. After 7 years the SIM model is embedded in the educational system.
Clayton High School in Clayton, Missouri had six freshmen students diagnosed with learning and language disabilities planning to enter high school in the fall. Clayton High School was in the process of eliminating all basic or low-track courses. Teachers were concerned with how these students would handle regular classes.
Results: Successful inclusion of students with learning disabilities into general education classes was evident only when the instructional conditions were supported by both the resource teachers and the general education teacher in the case study.

Reading Topics:
• Comprehension
 – Strategy Instruction
 – Misc/Other

Grades: 9-12

Diverse Learners

Keywords: Teaching interventions

Study:
Lee.

Is October Brown Chinese? A cultural modeling activity system for underachieving students.

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reading_4-6_51

Reading Topics:
• Comprehension
 – Questioning Strategies
 – Misc.

Grades: 9-12

Keywords:
low ability students; scaffolding; modeling