Patricia G Mathes
Biographic Data
| ID | 4087679 |
|---|---|
| NAME | Patricia G Mathes |
| GIVEN NAMES | Patricia G |
| FAMILY NAME | Mathes |
| SIGNATURE | MATHES P G |
| AFFILIATIONS | Southern Methodist University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 5 |
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 class…
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four progra…
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs
The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program ( n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program ( n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences …
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8–10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally c…
A Call for Equity in Reading Instruction for All Students
A Call for Equity in Reading Instruction for All Students
The program of research on reading sponsored by the National Institute of Child Health and Human Development (NICHD) is one important source of information for practitioners choosing best practices for early literacy instruction. On the basis of evidence from both normal and disabled readers, this research indicates that multiple factors are critical to early literacy success and that phonological knowledge and skill is one such element. The util…
All Children Can Learn To Read
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitne…
All Children Can Learn To Read
Peer‐Assisted Learning Strategies for First‐Grade Readers
S This research examines the effectiveness of Peer‐Assisted Learning Strategies for First‐Grade Readers (First‐Grade PALS) as a tool for enhancing the reading achievement of different learner types, particularly low‐achieving students, representing the range of academic diversity typically present in primary grade classrooms. First‐Grade PALS helps teachers to accommodate this diversity (a) by decentering instruction through peer mediation so tha…
Peer-Assisted Learning Strategies
The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 clas…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Peer-Assisted Learning Strategies
The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 clas…
A Call for Equity in Reading Instruction for All Students
The program of research on reading sponsored by the National Institute of Child Health and Human Development (NICHD) is one important source of information for practitioners choosing best practices for early literacy instruction. On the basis of evidence from both normal and disabled readers, this research indicates that multiple factors are critical to early literacy success and that phonological knowledge and skill is one such element. The util…
Peer‐Assisted Learning Strategies for First‐Grade Readers
S This research examines the effectiveness of Peer‐Assisted Learning Strategies for First‐Grade Readers (First‐Grade PALS) as a tool for enhancing the reading achievement of different learner types, particularly low‐achieving students, representing the range of academic diversity typically present in primary grade classrooms. First‐Grade PALS helps teachers to accommodate this diversity (a) by decentering instruction through peer mediation so tha…
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four progra…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8–10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally c…
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 class…
All Children Can Learn To Read
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitne…
Peer-Assisted Learning Strategies
The primary focus of this study was to determine the effectiveness of a classwide peer tutoring program in reading for three learner types: low achievers with and without disabilities and average achievers. Twelve schools, stratified on student achievement and family income, were assigned randomly to experimental and control groups. Twenty teachers implemented the peer tutoring program for 15 weeks; 20 did not implement it. In each of the 40 clas…
All Children Can Learn To Read
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitne…
All Children Can Learn To Read
Peer‐Assisted Learning Strategies for First‐Grade Readers
S This research examines the effectiveness of Peer‐Assisted Learning Strategies for First‐Grade Readers (First‐Grade PALS) as a tool for enhancing the reading achievement of different learner types, particularly low‐achieving students, representing the range of academic diversity typically present in primary grade classrooms. First‐Grade PALS helps teachers to accommodate this diversity (a) by decentering instruction through peer mediation so tha…
A Call for Equity in Reading Instruction for All Students
A Call for Equity in Reading Instruction for All Students
The program of research on reading sponsored by the National Institute of Child Health and Human Development (NICHD) is one important source of information for practitioners choosing best practices for early literacy instruction. On the basis of evidence from both normal and disabled readers, this research indicates that multiple factors are critical to early literacy success and that phonological knowledge and skill is one such element. The util…
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8–10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally c…
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's characteristics were differentially related to an instructional intervention. One intervention (Proactive Re…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four progra…
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs
The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program ( n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program ( n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences …
Teachers' Pedagogical Differences During ESL Block Among Bilingual and English-Immersion Kindergarten Classrooms in a Randomized Trial Study
Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during ESL block. The 9,508 observations were collected four times during the kindergarten year from 54 class…
Mathematics education (12 works) · Psychology (12 works) · Reading and Literacy Development (10 works) · Pedagogy (9 works) · Reading (process (7 works) · Computer Science (5 works) · Literacy (4 works) · Political science (4 works) · Bilingual education (3 works) · Child Development and Digital Technology (3 works)