Gina N Cervetti
Biographic Data
| ID | 4861002 |
|---|---|
| NAME | Gina N Cervetti |
| GIVEN NAMES | Gina N |
| FAMILY NAME | Cervetti |
| SIGNATURE | CERVETTI G N |
| AFFILIATIONS | University of Michigan Ann Arbor USA |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Are the Nation’s Fourth Graders Failing at Reading
Each biannual release of fourth-grade scores on the National Assessment of Educational Progress (NAEP) in reading brings a new round of claims that a large majority of U.S. students are performing below grade-level expectations—a national reading crisis. In this commentary, we interrogate these claims, concluding that they represent a misreading of the data. In addition, we discuss how NAEP scores should, instead, inform conversations about achie…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts
This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500…
A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension
Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized around (a) type of comprehension measure (i.e., comprehension of passages that included taught words or m…
The Psychology and Pedagogy of Reading Processes
The chapter reviews selected research related to basic reading processes, instructional practices, and policy contexts as they account for the development of expert readers. It begins with an account of the word- and text-level processes and understandings that account for skilled reading, including phonemic awareness, word recognition, decoding, vocabulary, comprehension, awareness of text structure, and various sorts of knowledge, including kno…
Reading, Writing, and Thinking Like a Scientist
In this commentary, the authors bring insights from their work on science‐literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in disciplinary learning. The authors conclude that reading, writing, and language are best viewed as cl…
Multiple Literacies, New Literacies, and Teacher Education
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in proje…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Multiple Literacies, New Literacies, and Teacher Education
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in proje…
Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts
This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500…
Multiple Literacies, New Literacies, and Teacher Education
The authors consider the role that multiple literacies and new literacies might play in shaping preservice education. They review existing literature on multiple and new literacies in preservice education and examine in-school and out-of-school enactments of new and multiple literacies to answer the question, What can we do in preservice teacher education to take these understandings about literacy and guide future teachers to enact them in proje…
The Psychology and Pedagogy of Reading Processes
The chapter reviews selected research related to basic reading processes, instructional practices, and policy contexts as they account for the development of expert readers. It begins with an account of the word- and text-level processes and understandings that account for skilled reading, including phonemic awareness, word recognition, decoding, vocabulary, comprehension, awareness of text structure, and various sorts of knowledge, including kno…
Reading, Writing, and Thinking Like a Scientist
In this commentary, the authors bring insights from their work on science‐literacy integration at the elementary level to bear on the ongoing conversation about disciplinary literacy at the middle and secondary levels. In particular, the authors discuss what they have learned about inquiry, disciplinary reading strategies, and the role of text in disciplinary learning. The authors conclude that reading, writing, and language are best viewed as cl…
A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension
Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized around (a) type of comprehension measure (i.e., comprehension of passages that included taught words or m…
Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts
This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Are the Nation’s Fourth Graders Failing at Reading
Each biannual release of fourth-grade scores on the National Assessment of Educational Progress (NAEP) in reading brings a new round of claims that a large majority of U.S. students are performing below grade-level expectations—a national reading crisis. In this commentary, we interrogate these claims, concluding that they represent a misreading of the data. In addition, we discuss how NAEP scores should, instead, inform conversations about achie…
Mathematics education (6 works) · Psychology (6 works) · Computer Science (5 works) · Linguistics (5 works) · Reading and Literacy Development (4 works) · Pedagogy (3 works) · Communication (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Literacy (2 works)