This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, an...

Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of th...

Teachers have succeeded in teaching at-risk students, including those with learning disabilities, to master and apply complex learning strategies. The majority of this instruction has been provided in resource rooms or other remedial settings where intensive and systematic instruction has been possible. Increasingly, teachers in regular classrooms are being asked to provide learning strategy in...

The described interdisciplinary course helped a mixed population of in-service secondary English and biology teacher-participants increase their genetics content knowledge and awareness of Ethical, Legal, and Social Implications (ELSI) that arose from discoveries and practices associated with the Human Genome Project. This was accomplished by applying a critical literacy approach that allows pe...

In this article, we focus particularly on the instructional contexts of classrooms. We discuss five interrelated questions: (a) How has classroom context been defined? (b) Why is classroom context important to study? (c) How have classroom and instructional contexts been studied? (d) What are the essential components for studying the instructional contexts of classrooms? (e) What are the future...

Abstract In this article I describe the transition of a group university students in Australia into an online learning environment during COVID-19 pandemic disruptions. reflect upon my intersubjective experiences as lecturer unexpected situation urgency and physical distancing. Research has acknowledged synchronous virtual contexts less psychologically distancing than previously thought. argue ...