Susan Lutz Klauda
Biographic Data
| ID | 3487095 |
|---|---|
| NAME | Susan Lutz Klauda |
| GIVEN NAMES | Susan Lutz |
| FAMILY NAME | Klauda |
| SIGNATURE | KLAUDA S L |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0000-0003-4283-1024 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Emergent Bilinguals With Specific Reading Comprehension Deficits
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral lan…
Reading Anxiety, Engagement, and Achievement
Socioemotional constructs have been receiving increased attention as contributors to individuals’ literacy development. However, in comparison with positive socioemotional constructs, negative socioemotional constructs have been understudied with respect to their role in reading achievement in both emergent bilinguals (EBs) and English monolinguals (EMs). In the present study, we addressed this gap by examining reading anxiety in 339 EBs, who pri…
Beyond the Simple View of Reading
The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive‐linguistic factors that underlie the common variance between D and LC, which are malleable, althoug…
How Reading Motivation and Engagement Enable Reading Achievement
Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade clas…
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four‐week instructional units for 615 grade 7 students. The…
Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive tradit…
Relationships of three components of reading fluency to reading comprehension.
This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The study suppor…
Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive tradit…
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four‐week instructional units for 615 grade 7 students. The…
Beyond the Simple View of Reading
The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive‐linguistic factors that underlie the common variance between D and LC, which are malleable, althoug…
Relationships of three components of reading fluency to reading comprehension.
This study examined the relationships of 3 levels of reading fluency--the individual word, the syntactic unit, and the whole passage--to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The study suppor…
Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive tradit…
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four‐week instructional units for 615 grade 7 students. The…
How Reading Motivation and Engagement Enable Reading Achievement
Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade clas…
Beyond the Simple View of Reading
The simple view of reading describes reading as the product of decoding (D) and listening comprehension (LC). However, the simple view of reading has been challenged, and evidence has proved it to be too simple to explain the complexities of reading comprehension in the elementary school years. Hypotheses have been advanced that there are cognitive‐linguistic factors that underlie the common variance between D and LC, which are malleable, althoug…
Emergent Bilinguals With Specific Reading Comprehension Deficits
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral lan…
Reading Anxiety, Engagement, and Achievement
Socioemotional constructs have been receiving increased attention as contributors to individuals’ literacy development. However, in comparison with positive socioemotional constructs, negative socioemotional constructs have been understudied with respect to their role in reading achievement in both emergent bilinguals (EBs) and English monolinguals (EMs). In the present study, we addressed this gap by examining reading anxiety in 339 EBs, who pri…
Psychology (5 works) · Reading and Literacy Development (5 works) · Reading comprehension (5 works) · Comprehension (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Reading (process) (4 works) · Education, Achievement, and Giftedness (3 works) · Parental Involvement in Education (3 works) · Pedagogy (3 works)