Reading/Literacy: Which practices matter most? - FAQ

Reading/Literacy: Which practices matter most?

Extensive Reading Interventions for Students With Reading Difficulties After Grade 3
To extend a previous kindergarten to third grade synthesis of extensive interventions to Grades 4 through 12 by addressing two questions related to extensive interventions (more than 75 sessions) for struggling readers: 1) How effective are extensive reading interventions in improving reading outcomes for students with reading difficulties or disabilities, and 2) What features of extensive interventions (e.g. group size, duration, grade level) are associated with improved outcomes for students?
Issue/Topic: Reading/Literacy
Author(s): Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy; Danielson, Louis; Murray, Christy; Roberts, Greg; Metz, Kristina
Organization(s): University of Texas at Austin; American Institutes for Research; The Florida State University
Publication: Review of Educational Research
Published on: 5/7/2014
  • Extensive interventions (more than 75 sessions) can have a small, positive impact on student learning across a variety of reading outcomes for students in Grades 4 through 12. 
  • There was no evidence that student outcomes di...

Children's Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children's Expressive Language Growth
To contribute to the limited research base concerning children's daily attendance rates in preschool classrooms by determining whether daily attendance in classrooms with high-quality teacher-child interactions is associated with increased rates of language growth among children from lower socioeconomic status homes.
Issue/Topic: Attendance; P-3 Preschool
Publication: Child & Youth Care Forum
Published on: 4/6/2011
  • Greater attendance was associated with larger language gains for children enrolled in higher quality classrooms.
  • The positive relations found between attendance and language gains were strongest for higher quality classroom...

How Effective Are Family Literacy Programs? : Results of a Meta-Analysis
To examine the effects of family literacy programs on children's literacy development
Issue/Topic: P-3 Family Involvement; Reading/Literacy
Author(s): Herrpich, Stephanie; Kurvers, Jeanne; McElvany, Nele; van Steensel, Roel
Organization(s): Technische Universitat Dortmund; Tilburg University; University of Amsterdam; University of Kiel
Publication: Review of Educational Research
Published on: 1/1/2011

This study focuses on a specific category of family literacy programs, those that target children's literacy development directly by providing stimulating parent-child activities to be carried out at home and by training parents to transfer the con...

The Relation of Morphological Awareness and Syntactic Awareness to Adults' Reading Comprehension: Is Vocabulary Knowledge a Mediating Variable?
To examine whether the relation of morphological awareness or syntactic awareness to reading comprehension is mediated by vocabulary knowledge
Issue/Topic: Adult Basic Education; Reading/Literacy
Author(s): Guo, Ying; Roehrig, Alysia; Williams, Rihana
Organization(s): Emmanuel College; Florida State University; The Ohio State University
Publication: Journal of Literacy Research
Published on: 1/1/2011

1. Morphological awareness affects reading comprehension directly.

  • After age was controlled, morphological awareness directly and significantly predicted reading comprehension. This finding is in accordance with the view that morphological k...

Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties
To investigate the prevalence of “late-emerging” reading difficulties among ELLs and native English speakers from diverse socioeconomic backgrounds.
Issue/Topic: Bilingual/ESL; Reading/Literacy
Author(s): Kieffer, Michael
Organization(s): Teachers College, Columbia University
Publication: American Educational Research Journal
Published on: 1/1/2010

A substantial proportion of students who succeed in learning to read in the primary grades go on to encounter difficulties after third grade. Students for whom English is not their first language and those from low-income backgrounds disproportionately...

Vocabulary Skills of Spanish-English Bilinguals: Impact of Mother-Child Language Interactions and Home Language and Literacy Support
To explore whether demographic and exposure predictors and mother-child interaction predict child vocabulary outcomes, both in Spanish and English. Also, to discover whether these patterns in one language are associated with parallel skills in another language.
Issue/Topic: Bilingual/ESL
Author(s): Quiroz, Blanca; Snow, Catherine; Zhao, Jing
Organization(s): Harvard University Graduate School of Education; Texas A&M University
Publication: International Journal of Bilingualism
Published on: 1/1/2010

Features of the Latino families' home language use and literacy explained their children's vocabulary outcomes.

  1. Certain kinds of adult-child interactions can have a positive influence on the general cognitive skills underlyin...

Technical Adequacy and Cost Benefit of Four Measures of Early Literacy
To evaluate the technical adequacy and information/cost return of computerized adaptive test assessments and several established assessments used in early reading programs.
Issue/Topic: Assessment--Computer Based; P-3; Reading/Literacy
Author(s): McBride, James; Milone, Michael; Stickney, Eric; Ysseldyke, Jim
Organization(s): Academic Therapy Publications; Renaissance Learning, Inc.; University of Minnesota
Publication: Canadian Journal of School Psychology
Published on: 1/1/2010

In terms of the amount of information per unit of test administration time or teachers' time, computerized adaptive tests in general, and STAR Early Literacy in particular (a computerized adaptive test of early literacy skills), are attractive opti...

Linking Reading Coaches and Student Achievement: Evidence From Florida Middle Schools
To evaluate whether funding the position of reading coach in a middle school is associated with school-level improvements in average annual achievement growth in reading and mathematics
Issue/Topic: Reading/Literacy
Author(s): Lockwood, J.R.; Marsh, Julie; McCombs, Jennifer
Organization(s): Rand Corporation
Publication: Educational Evaluation & Policy Analysis
Published on: 1/1/2010
Findings/Results: School-based literacy (or reading) coaches are defined in the study as specially trained master teachers who provide leadership for a school's literacy program and offer on-site and ongoing support for teachers so they can improve the literacy skills ...

Relation Between the Type and Amount of Instruction and Growth in Children’s Reading Competencies, The
To consider the longer term efficacy of two instructional approaches, phonics and integrated language arts, and to investigate the relation between classroom instructional practices and children’s reading skills from kindergarten through fifth grade.
Issue/Topic: Reading/Literacy
Author(s): Benson, Amy; Sonnenschein, Susan; Stapleton, Laura
Organization(s): University of Maryland Baltimore County
Publication: American Educational Research Journal
Published on: 11/20/2009

Children’s entry-level skills, ethnicity and parents’ education level were predictors of children’s reading scores at the end of kindergarten. To a lesser extent, type and amount of reading instruction predicted children’s reading scores. However, effe...

What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach
To describe literacy instruction in San Diego and to determine which specific practices, if any, were associated with increased student achievement.
Issue/Topic: Reading/Literacy
Author(s): Bitter, Catherine; Gubbins, Paul; O'Day, Jennifer; Socias, Miguel
Organization(s): American Institutes for Research
Publication: Journal of Education for Students Placed at Risk
Published on: 1/1/2009

Researchers analyzed classroom instruction data, to determine the extent to which classroom literacy instruction was consistent with the instructional approach that San Diego hypothesized as effective.

  • Reading was, by far, the most common fo...

Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten Through the Third Grade
To assess whether the deliberate cultivation by parents of cognition and social skills plays a role in children’s math and reading achievement, and subsequent growth.
Issue/Topic: P-3 Grades 1-3; Parent/Family; Reading/Literacy
Author(s): Cheadle, Jacob
Publication: Sociology of Education
Published on: 12/1/2008

This study uses Lareau’s term "concerted cultivation" to describe a composite measure of parenting that includes:

  • Child participation in adult-orchestrated leisure activities (e.g., clubs, sports, art classes, music)
  • ...