Sex roles, classroom instruction, and reading achievement.

Barbara J. Bank; Bruce J. Biddle; Thomas L. Good

doi:10.1037/0022-0663.72.2.119

Sex roles, classroom instruction, and reading achievement.

Journal of Educational Psychology ◽

10.1037/0022-0663.72.2.119 ◽

1980 ◽

Vol 72 (2) ◽

pp. 119-132 ◽

Cited By ~ 34

Author(s):

Barbara J. Bank ◽

Bruce J. Biddle ◽

Thomas L. Good

Keyword(s):

Reading Achievement ◽

Sex Roles ◽

Classroom Instruction

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Preschool Enrollment, Classroom Instruction, Elementary School Context, and the Reading Achievement of Children from Low-Income Families

Research in the Sociology of Education - Family Environments, School Resources, and Educational Outcomes ◽

10.1108/s1479-353920150000019003 ◽

2016 ◽

pp. 19-47

Author(s):

Robert Crosnoe ◽

Aprile D. Benner ◽

Pamela Davis-Kean

Keyword(s):

Elementary School ◽

Reading Achievement ◽

Low Income ◽

Classroom Instruction ◽

School Context ◽

Low Income Families ◽

Preschool Enrollment

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Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders’ Word Reading Achievement

Journal of Research on Educational Effectiveness ◽

10.1080/19345747.2010.510179 ◽

2011 ◽

Vol 4 (3) ◽

pp. 173-207 ◽

Cited By ~ 38

Author(s):

Carol McDonald Connor ◽

Frederick J. Morrison ◽

Christopher Schatschneider ◽

Jessica R. Toste ◽

Erin Lundblom ◽

...

Keyword(s):

Reading Achievement ◽

Reading Instruction ◽

Classroom Instruction ◽

Word Reading ◽

First Graders ◽

Child Characteristics

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The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-voia-18-0001 ◽

2019 ◽

Vol 50 (4) ◽

pp. 562-578 ◽

Cited By ~ 3

Author(s):

Dawna Duff

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Text Comprehension ◽

Classroom Instruction ◽

Vocabulary Instruction ◽

Clinical Intervention ◽

Vocabulary Knowledge ◽

Vocabulary Intervention ◽

The Mean ◽

The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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