Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 3 |
Descriptor
Source
Journal of Educational… | 2 |
Early Childhood Research… | 1 |
Journal of Educational… | 1 |
Reading and Writing: An… | 1 |
Scientific Studies of Reading | 1 |
Author
Abbott, Robert D. | 1 |
Abbott, Sylvia P. | 1 |
Angus, Mary | 1 |
Berninger, Virginia W. | 1 |
Biazak, Janna E. | 1 |
Bowden, Michael E. | 1 |
Brooks, Allison | 1 |
Burns, Matthew K. | 1 |
Graham, Steve | 1 |
Kanive, Rebecca | 1 |
Kurtz, Shelly L. | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Education Level
Elementary Education | 2 |
Early Childhood Education | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Grade 7 | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Preschool Education | 1 |
Secondary Education | 1 |
Audience
Location
Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 4 |
Meets WWC Standards with or without Reservations | 6 |
Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa – Journal of Educational Psychology, 2017
Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…
Descriptors: Reading Comprehension, Intelligent Tutoring Systems, Pretests Posttests, Web Based Instruction
Kanive, Rebecca; Nelson, Peter M.; Burns, Matthew K.; Ysseldyke, James – Journal of Educational Research, 2014
The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest-posttest control group design found that students assigned to the computer-based practice intervention…
Descriptors: Elementary School Mathematics, Mathematical Concepts, Retention (Psychology), Memory
Does an Activity-Based Learning Strategy Improve Preschool Children's Memory for Narrative Passages?
Biazak, Janna E.; Marley, Scott C.; Levin, Joel R. – Early Childhood Research Quarterly, 2010
Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones ([Glenberg and Robertson, 1999] and [Glenberg and Robertson,…
Descriptors: Learning Strategies, Preschool Children, Memory, Story Telling

Walton, Patrick D.; Bowden, Michael E.; Kurtz, Shelly L.; Angus, Mary – Reading and Writing: An Interdisciplinary Journal, 2001
Examines the utility of teaching reading using rime-based reading strategies with prereaders. Measures rhyming, phoneme identity, letter-sound knowledge, phonological working memory, First Nations language speaking ability, and reading. Concludes that progress in phonological awareness and word reading can be enhanced in prereaders by adding…
Descriptors: Memory, Phonemes, Primary Education, Reading Instruction

Berninger, Virginia W.; Vaughan, Katherine B.; Abbott, Robert D.; Abbott, Sylvia P.; Rogan, Laura Woodruff; Brooks, Allison; Reed, Elizabeth; Graham, Steve – Journal of Educational Psychology, 1997
First graders at risk for handwriting problems (n=144) were assigned to 1 of 6 treatment conditions, including handwriting instruction and phonological awareness training. Converging evidence across multiple measures shows that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and…
Descriptors: Elementary School Students, Grade 1, Handwriting, Memory

Patrick D. Walton; Lona M. Walton – Scientific Studies of Reading, 2002
Finds teaching prereading kindergartners in the rime analogy strategy and prereading skills resulted in more reading than teaching either alone. Notes many children developed the untaught abilities of medial and final phoneme identity and the letter recoding reading strategy; and children were able to generalize the rime analogy strategy to read…
Descriptors: Beginning Reading, Instructional Effectiveness, Memory, Primary Education