2,058 research outputs found
Reading Next: A Vision for Action and Research in Middle and High School Literacy
Outlines fifteen key elements that educators can use to develop an effective adolescent literacy intervention program. Focuses on elements of interventions that are most promising for students that struggle with reading and writing after third grade
Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here?
Reviews research and program initiatives focused on improving adolescent academic achievement by targeting literacy. Provides ideas for collaboration and coordination of funding efforts to improve the literacy achievement of under-performing adolescents
Word Generation in Boston Public Schools: Natural History of a Literacy Intervention
Describes a program to teach high-frequency academic vocabulary and discourses skills, promote effective teaching strategies for vocabulary, comprehension, and discussion, and facilitate faculty collaboration; its implementation; and evaluation results
Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents
A companion report to Carnegie's Time to Act, analyzes and rates commonly used reading comprehension tests for various elements and purposes. Outlines trends in types of questions, stress on critical thinking, and screening or diagnostic functions
Real bad grammar: realistic grammatical description with grammaticality
Sampson (this issue) argues for a concept of ârealistic grammatical descriptionâ in which the distinction between grammatical and ungrammatical sentences is irrelevant. In this article I also argue for a concept of ârealistic grammatical descriptionâ but one in which a binary distinction between grammatical and ungrammatical sentences is maintained. In distinguishing between the grammatical and ungrammatical, this kind of grammar differs from that proposed by Sampson, but it does share the important property that invented sentences have no role to play, either as positive or negative evidence
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Maternal Correlates of Growth in Toddler Vocabulary Production in Low-Income Families
This study investigated predictors of growth in toddlersâ vocabulary production between the ages of 1 and 3 years by analyzing mother â child communication in 108 low-income families. Individual growth modeling was used to describe patterns of growth in childrenâs observed vocabulary production and predictors of initial status and between-person change. Results indicate large variation in growth across children. Observed variation was positively related to diversity of maternal lexical input and maternal language and literacy skills, and negatively related to maternal depression. Maternal talkativeness was not related to growth in childrenâs vocabulary production in this sample. Implications of the examination of longitudinal data from this relatively large sample of low-income families are discussed
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