Kathleen A J Mohr
Biographic Data
| ID | 5971733 |
|---|---|
| NAME | Kathleen A J Mohr |
| GIVEN NAMES | Kathleen A J |
| FAMILY NAME | Mohr |
| SIGNATURE | MOHR K A J |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-3199-1877 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding First Graders’ Agency during Writing through Student Self-Perceptions and Actions
Learning to write is a critical aspect of early literacy learning, however, there is a need to better understand the complexities of writing instruction and growth in the early grades. Generative or compositional writing has been studied less frequently in early-grade research than transcriptional skills (i.e., handwriting, spelling, punctuation, grammar). The purpose of this study was to gain insight into possibilities for young writers’ develop…
Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading
This study examined high-performing teacher teams in Title I elementary schools that demonstrated significant student growth in foundational reading skills. Using an explanatory sequential mixed-methods design, we identified K-2-grade-level teams within a district with the highest growth on Acadience Reading. The study explored (1) student growth and proficiency outcomes in these high-growth teams and (2) how teachers described their instructiona…
A historical narrative review of paired oral reading practices in elementary classrooms
Background Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait – paired synchronous oral reading between a higher‐level tutor and a lower‐level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state of SPORT. Methods Five academic datab…
Improving boys' reading comprehension with readers theatre
Research on readers theatre has indicated that it can improve elementary students' reading achievement and can be motivating, engaging and enjoyable, even for reluctant or struggling readers. Because of the potential for improvement and the engagement factor, the purpose of this study was to examine the effects of readers theatre on young male students, a population that tends to be more reluctant to read. This matched quasi‐experimental study ex…
Determining the academic and affective outcomes of dyad reading among third graders
Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental stu…
Mindful Reading
Eye‐tracking studies have indicated that there are different kinds of silent reading. Simply having eyes on text does not always result in adequate comprehension. Understanding common eye‐tracking measures that distinguish productive reading behaviors can help teachers promote better reading habits among students. This research synthesis highlights the need to focus on reading goals and mindful reading, rather than merely promoting eyes or time o…
Years of Reading Research Quarterly (1965–2014)
This issue of Reading Research Quarterly ( RRQ ) marks the journal's golden (50th) anniversary and 200th published issue. Given this historic milestone, an understanding of the journal's content and impact might inform its readership about the field of literacy broadly and the contribution of RRQ in particular. This study reports a content and trend analysis using a convergent parallel mixed methods design to profile the content of 50 years of RR…
Years of Reading Research Quarterly (1965–2014)
This issue of Reading Research Quarterly ( RRQ ) marks the journal's golden (50th) anniversary and 200th published issue. Given this historic milestone, an understanding of the journal's content and impact might inform its readership about the field of literacy broadly and the contribution of RRQ in particular. This study reports a content and trend analysis using a convergent parallel mixed methods design to profile the content of 50 years of RR…
Years of Reading Research Quarterly (1965–2014)
This issue of Reading Research Quarterly ( RRQ ) marks the journal's golden (50th) anniversary and 200th published issue. Given this historic milestone, an understanding of the journal's content and impact might inform its readership about the field of literacy broadly and the contribution of RRQ in particular. This study reports a content and trend analysis using a convergent parallel mixed methods design to profile the content of 50 years of RR…
Improving boys' reading comprehension with readers theatre
Research on readers theatre has indicated that it can improve elementary students' reading achievement and can be motivating, engaging and enjoyable, even for reluctant or struggling readers. Because of the potential for improvement and the engagement factor, the purpose of this study was to examine the effects of readers theatre on young male students, a population that tends to be more reluctant to read. This matched quasi‐experimental study ex…
Determining the academic and affective outcomes of dyad reading among third graders
Dyad reading involves a lower level reader paired with a higher level reading partner who models proficient oral reading while providing access to challenging texts. Previous research has reported increased reading fluency and comprehension for participants of dyad reading; however, to date no research has investigated how dyad reading may influence student attitudes toward reading. Using mixed effects linear modeling, this quasi-experimental stu…
Mindful Reading
Eye‐tracking studies have indicated that there are different kinds of silent reading. Simply having eyes on text does not always result in adequate comprehension. Understanding common eye‐tracking measures that distinguish productive reading behaviors can help teachers promote better reading habits among students. This research synthesis highlights the need to focus on reading goals and mindful reading, rather than merely promoting eyes or time o…
A historical narrative review of paired oral reading practices in elementary classrooms
Background Paired Reading (PR), Neurological Impress Method (NIM), Dyad Reading (DR), and Read Two Impress (R2I) share a fundamental trait – paired synchronous oral reading between a higher‐level tutor and a lower‐level tutee. Collectively, we refer to these practices as Synchronous Paired Oral Reading Techniques (SPORT). This historical narrative review investigates the origin, development, and current state of SPORT. Methods Five academic datab…
Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading
This study examined high-performing teacher teams in Title I elementary schools that demonstrated significant student growth in foundational reading skills. Using an explanatory sequential mixed-methods design, we identified K-2-grade-level teams within a district with the highest growth on Acadience Reading. The study explored (1) student growth and proficiency outcomes in these high-growth teams and (2) how teachers described their instructiona…
Understanding First Graders’ Agency during Writing through Student Self-Perceptions and Actions
Learning to write is a critical aspect of early literacy learning, however, there is a need to better understand the complexities of writing instruction and growth in the early grades. Generative or compositional writing has been studied less frequently in early-grade research than transcriptional skills (i.e., handwriting, spelling, punctuation, grammar). The purpose of this study was to gain insight into possibilities for young writers’ develop…
Psychology (6 works) · Reading and Literacy Development (6 works) · Linguistics (5 works) · Comprehension (4 works) · Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Reading (process) (4 works) · Reading comprehension (4 works) · Literacy (3 works)