Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study

By Sally M. Reis, D. McCoach, Michael D. Coyne, F. J. Schreiber, R. Eckert, E. J. Gubbins. The Elementary school journal, 2007

108 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/c54e4c2093733527b6d07dc76cd98ec86e674b04

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. McCoach
2. Dana Algeo-Nichols
3. Sally M. Reis
4. Glenn T. Colby
5. Kelly Puzio
6. Debra A. Troxclair

In Education

1. Dana Algeo-Nichols
2. Sally M. Reis
3. Glenn T. Colby
4. Kelly Puzio
5. D. McCoach
6. M. Matthews
7. Del Siegle
8. Jennifer A. Ritchotte

Citations in the corpus

• Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “Designed for older students (Grades 4–6), SEM-R is a flexible curriculum where student choice is central (e.g., Reis et al., 2007).”
• The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools (2011, background): “In previous experimental studies, the SEM-R has been shown to be effective at increasing reading comprehension and fluency scores for elementary students in a smaller, geographically limited sample of schools, with results suggesting that urban, high-poverty students benefitted from this interventio”