Douglas Carnine

TL;DR: Off-task behavior, correct answering, and participation during beginning reading instruction were recorded for two low-achieving first-grade children during two different rates of teacher presentation, which resulted in a confounding of social praise and rate of presenter presentation.

TL;DR: This article evaluated students' ability to utilize contextual information in learning the meaning of unfamiliar words using a descriptive study with fourth-, fifth-, and sixth-grade children and found that students were better able to determine the meaning when contextual clues were provided, older, students were older, and the clues were in synonym rather than inference form.

TL;DR: This paper explored the efficacy of utilizing systematic instruction in teaching study skill strategies to fifth-grade students who had adequate reading (decoding) skills but demonstrated deficiencies in study skills and found that students receiving systematic instruction performed significantly higher on the factual short answer test on both occasions, F(1,42) = 47.91, p <.001.

TL;DR: The authors described an innovative approach to integrate the science content area texts for middle school students, particularly those whose reading skills are below grade level, into science content areas text, using an approach to integrating the t...