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Full-Text Articles in Education
Morphology In Reading Comprehension Among School-Aged Readers Of English: A Synthesis And Meta-Analytic Structural Equation Modeling Study, Dongbo Zhang, Sihui (Echo) Ke, Ya Mo
Morphology In Reading Comprehension Among School-Aged Readers Of English: A Synthesis And Meta-Analytic Structural Equation Modeling Study, Dongbo Zhang, Sihui (Echo) Ke, Ya Mo
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on readers’ language status (monolingual vs. bilingual), age/grade (lower elementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had significant indirect effects on reading comprehension via both word reading and vocabulary knowledge in the full sample as well as all subgroups. Its direct effect …
Sustaining At Scale: District Mathematics Specialists’ Adaptations To A Teacher Leadership Preparation Program, Michael Jarry-Shore, Victoria Delaney, Hilda Borko
Sustaining At Scale: District Mathematics Specialists’ Adaptations To A Teacher Leadership Preparation Program, Michael Jarry-Shore, Victoria Delaney, Hilda Borko
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program. Program sessions were originally facilitated by researchers then by …