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Direct linkHiebert, Elfrieda H.; Tortorelli, Laura S. – Elementary School Journal, 2022
Texts classified according to guided reading levels (GRL) are ubiquitous in US beginning reading classrooms. This study examined features of texts across three grade bands (kindergarten, early first grade, final first grade) and the 10 GRLs within these bands. The 510 texts came from three programs with different functions in beginning reading…
Descriptors: Reading Instruction, Teaching Methods, Kindergarten, Grade 1
Chambrè, Susan J.; Ehri, Linnea C.; Ness, Molly – Reading and Writing: An Interdisciplinary Journal, 2020
An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the words when spellings are no longer present. The purpose was to determine whether having students decode the spellings of vocabulary words improves word learning over passive…
Descriptors: Vocabulary Development, Spelling, Written Language, Novelty (Stimulus Dimension)
Steacy, Laura M.; Fuchs, Douglas; Gilbert, Jennifer K.; Kearns, Devin M.; Elleman, Amy M.; Edwards, Ashley A. – Annals of Dyslexia, 2020
The purpose of this study was to examine word learning efficiency in at-risk first grade students (N = 93) participating in a yearlong study evaluating a multicomponent intervention targeting word reading and decoding skills. As part of each intervention lesson, students participated in a 1 to 3-min sight word reading activity in which…
Descriptors: At Risk Students, Reading Difficulties, Elementary School Students, Grade 1
Fitzgerald, Jill; Elmore, Jeff; Koons, Heather; Hiebert, Elfrieda H.; Bowen, Kimberly; Sanford-Moore, Eleanor E.; Stenner, A. Jackson – Journal of Educational Psychology, 2015
The Common Core set a standard for all children to read increasingly complex texts throughout schooling. The purpose of the present study was to explore text characteristics specifically in relation to early-grades text complexity. Three hundred fifty primary-grades texts were selected and digitized. Twenty-two text characteristics were identified…
Descriptors: Reading Materials, Difficulty Level, Instructional Material Evaluation, Primary Education
Download full textKatzir, Tami; Goldberg, Alyssa; Aryeh, Terry Joffe Ben; Donnelley, Katharine; Wolf, Maryanne – Journal of Education and Training Studies, 2013
Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…
Descriptors: Reading Programs, Reading Fluency, Intervention, Program Effectiveness
Foorman, Barbara R.; Francis, David J.; Davidson, Kevin C.; Harm, Michael W.; Griffin, Jennifer – Scientific Studies of Reading, 2004
California and Texas mandate 75% to 80% decodable texts for first-grade reading programs, yet these percentages have no empirical base. This study examines the text selections in 6 first-grade programs from the perspective of lexical, semantic, and syntactic features. The composition of text differed across the 6 programs with respect to length,…
Descriptors: Grade 1, Semantics, Reading Programs, Basal Reading
