Thomas G White
Biographic Data
| ID | 5742041 |
|---|---|
| NAME | Thomas G White |
| GIVEN NAMES | Thomas G |
| FAMILY NAME | White |
| SIGNATURE | WHITE T G |
| AFFILIATIONS | University of Virginia, Charlottesville, Va |
| ORCID | 0000-0002-3865-4240 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
What Does “Below Basic” Mean on Naep Reading
The fourth-grade 2019 National Assessment of Educational Progress (NAEP) Reading assessment shows that 34% of the nation’s students perform below the NAEP Basic level. However, because there is no achievement-level description for below Basic, educators and policymakers lack information on the nature of the reading difficulties that these students face. To help fill this gap, we analyze data from the 2018 NAEP Oral Reading Fluency study. We find …
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly …
Effects of systematic and strategic analogy-based phonics on grade 2 students' word reading and reading comprehension
Fifteen regular grade 2 teachers used a set of 150 written lessons that were designed to develop, over the course of a school year, low and normally achieving students' ability to decode by analogy (i.e., to read unknown words using known words). The lessons provided (1) a planned sequence for teaching phonic elements including common spelling patterns and initial sounds, (2) teacher modeling of an analogy decoding strategy, and (3) analogy decod…
Morphological Analysis
Thomas G. White, Michael A. Power, Sheida White, Morphological Analysis: Implications for Teaching and Understanding Vocabulary Growth, Reading Research Quarterly, Vol. 24, No. 3 (Summer, 1989), pp. 283-304
Morphological Analysis
Thomas G. White, Michael A. Power, Sheida White, Morphological Analysis: Implications for Teaching and Understanding Vocabulary Growth, Reading Research Quarterly, Vol. 24, No. 3 (Summer, 1989), pp. 283-304
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly …
Effects of systematic and strategic analogy-based phonics on grade 2 students' word reading and reading comprehension
Fifteen regular grade 2 teachers used a set of 150 written lessons that were designed to develop, over the course of a school year, low and normally achieving students' ability to decode by analogy (i.e., to read unknown words using known words). The lessons provided (1) a planned sequence for teaching phonic elements including common spelling patterns and initial sounds, (2) teacher modeling of an analogy decoding strategy, and (3) analogy decod…
Morphological Analysis
Thomas G. White, Michael A. Power, Sheida White, Morphological Analysis: Implications for Teaching and Understanding Vocabulary Growth, Reading Research Quarterly, Vol. 24, No. 3 (Summer, 1989), pp. 283-304
Effects of systematic and strategic analogy-based phonics on grade 2 students' word reading and reading comprehension
Fifteen regular grade 2 teachers used a set of 150 written lessons that were designed to develop, over the course of a school year, low and normally achieving students' ability to decode by analogy (i.e., to read unknown words using known words). The lessons provided (1) a planned sequence for teaching phonic elements including common spelling patterns and initial sounds, (2) teacher modeling of an analogy decoding strategy, and (3) analogy decod…
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
A randomized trial involving 19 elementary schools (K–5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched schools were randomly assigned to implement one of two lesson types. Within schools, students were randomly …
What Does “Below Basic” Mean on Naep Reading
The fourth-grade 2019 National Assessment of Educational Progress (NAEP) Reading assessment shows that 34% of the nation’s students perform below the NAEP Basic level. However, because there is no achievement-level description for below Basic, educators and policymakers lack information on the nature of the reading difficulties that these students face. To help fill this gap, we analyze data from the 2018 NAEP Oral Reading Fluency study. We find …
Impact of a content-rich literacy curriculum on kindergarteners’ vocabulary, listening comprehension, and content knowledge
Mathematics education (5 works) · Psychology (5 works) · Reading and Literacy Development (5 works) · Linguistics (4 works) · Reading (process) (3 works) · Comprehension (2 works) · Computer Science (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Reading comprehension (2 works)