Kristin Conradi Smith
Biographic Data
| ID | 4420460 |
|---|---|
| NAME | Kristin Conradi Smith |
| GIVEN NAMES | Kristin Conradi |
| FAMILY NAME | Smith |
| SIGNATURE | SMITH K C |
| AFFILIATIONS | William & Mary Williamsburg Virginia USA |
| ORCID | 0000-0003-1681-9419 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Promoting Reading Accuracy and Fluency Outcomes With Complex Texts
This study examined whether third‐grade readers identified for intervention could achieve better outcomes with challenging, content‐rich texts supported by explicit multisyllabic word instruction compared to a more traditional intervention. Using a matched‐sample quasi‐experimental design, 110 third‐grade students scoring below the 40th percentile on reading assessments were assigned to either the Read Like Us intervention ( n = 55) or an active …
It's not just about skills
An issue devoted to foundational skills and adolescents might center the cognitive skills and practices most needed to accelerate learning. While an understanding of these—whether multisyllabic decoding, fostering comprehension through discussion, or argumentative writing—is important, in this article, we advocate for the importance of attending to principles of motivation. After defining motivation within the context of adolescent literacy instr…
Teacher Autonomy in Text Choices for Elementary Reading Instruction
Reading in elementary school is central to supporting student reading development. However, a gap exists in current research regarding the types of texts that teachers select for reading instruction and the instructional contexts in which that reading occurs. Teachers' autonomy to select texts and activities for reading instruction is complex and not well understood. In this exploratory study, we surveyed a stratified sample of elementary teacher…
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
What does research say about the texts we use in elementary school
Much of the attention given to literacy, of late, has focused on ensuring that students can read, without consideration to what they are given to read. Kristin Conradi Smith & Elfrieda H. Hiebert discuss four general aspects of the texts used in elementary classrooms – text complexity, text type (narrative versus informational), text format (paper versus screen), and diversity of people presented in the text. They review recent research on each o…
Explaining reading variance by student subgroup
Background Studies have demonstrated strong predictive and concurrent validity of curriculum‐based measures (CBMs) with high‐stakes reading tests, mainly using oral reading fluency (ORF) to predict outcomes. Some studies have found that CBMs' predictive accuracy might vary across demographic subgroups of students. In this study, we investigate whether additional CBMs of reading comprehension account for variance beyond ORF and whether these readi…
Struggle Is Not a Bad Word
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendation…
No prominent works on this page.
Struggle Is Not a Bad Word
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendation…
Explaining reading variance by student subgroup
Background Studies have demonstrated strong predictive and concurrent validity of curriculum‐based measures (CBMs) with high‐stakes reading tests, mainly using oral reading fluency (ORF) to predict outcomes. Some studies have found that CBMs' predictive accuracy might vary across demographic subgroups of students. In this study, we investigate whether additional CBMs of reading comprehension account for variance beyond ORF and whether these readi…
What does research say about the texts we use in elementary school
Much of the attention given to literacy, of late, has focused on ensuring that students can read, without consideration to what they are given to read. Kristin Conradi Smith & Elfrieda H. Hiebert discuss four general aspects of the texts used in elementary classrooms – text complexity, text type (narrative versus informational), text format (paper versus screen), and diversity of people presented in the text. They review recent research on each o…
It's not just about skills
An issue devoted to foundational skills and adolescents might center the cognitive skills and practices most needed to accelerate learning. While an understanding of these—whether multisyllabic decoding, fostering comprehension through discussion, or argumentative writing—is important, in this article, we advocate for the importance of attending to principles of motivation. After defining motivation within the context of adolescent literacy instr…
Teacher Autonomy in Text Choices for Elementary Reading Instruction
Reading in elementary school is central to supporting student reading development. However, a gap exists in current research regarding the types of texts that teachers select for reading instruction and the instructional contexts in which that reading occurs. Teachers' autonomy to select texts and activities for reading instruction is complex and not well understood. In this exploratory study, we surveyed a stratified sample of elementary teacher…
Piloting an approach to family-implemented decoding instruction for kindergarten-aged children
Promoting Reading Accuracy and Fluency Outcomes With Complex Texts
This study examined whether third‐grade readers identified for intervention could achieve better outcomes with challenging, content‐rich texts supported by explicit multisyllabic word instruction compared to a more traditional intervention. Using a matched‐sample quasi‐experimental design, 110 third‐grade students scoring below the 40th percentile on reading assessments were assigned to either the Read Like Us intervention ( n = 55) or an active …
Reading and Literacy Development (6 works) · Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Linguistics (3 works) · Reading (process) (3 works) · Reading comprehension (3 works) · Comprehension (2 works) · Curriculum (2 works)