Nell K Duke
Biographic Data
| ID | 748019 |
|---|---|
| NAME | Nell K Duke |
| GIVEN NAMES | Nell K |
| FAMILY NAME | Duke |
| SIGNATURE | DUKE N K |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0001-5392-4627 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 138 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these…
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units design…
Beyond Concepts of Print: Development of Concepts of Graphics in Text, PreK to Grade 3
Drawing on the literature on concepts of print and graphics in text, as well as informal observations of children, we identified eight concepts that we posit are fundamental to understanding how graphics work in text: Action (static graphics can be interpreted as representing dynamic action), Intentionality (graphics are chosen by authors to accomplish a communicative purpose within a larger text), Permanence (graphics in printed texts are perman…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Effective Practices for Developing Reading Comprehension
Reading comprehension research has a long and rich history. There is much that we can say about both the nature of reading comprehension as a process and about effective reading comprehension instruction. Most of what we know has been learned since 1975. Why have we been able to make so much progress so fast? We believe that part of the reason behind this steep learning curve has been the lack of controversy about teaching comprehension. Unlike d…
Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching
S This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre‐specific reading and writing abilities of children in grades two and three. The genres used for this exploration were informational and procedural science texts. Sixteen grade 2 classes participated, 10 of which were fo…
On what crosses, and does not cross, our desks in early literacy
Book reviewed in this article: Language, Literacy and Cognitive Development: The Development and Consequences of Symbolic Communication. Edited by Eric Amsel & James P. Byrnes. 2002
Print Environments and Experiences Offered to First‐Grade Students in Very Low‐ and Very High‐SES School Districts
L'auteur relate les resultats d'une etude qui l'a conduit a analyser les differences et l'influence positive ou negative de l'ecole et des ressources de celle-ci sur l'apprentissage des enfants en particulier en ce qui concerne l'alphabetisation. Une analyse comparative entre deux milieux opposes est proposee, confirmant l'importance du role de l'ecole sur les progres de l'eleve
Minutes per Day: The Scarcity of Informational Texts in First Grade
S Although scholars have called for greater attention to informational texts in the early grades for some time, there have been few data available about the degree to which informational texts are actually included in early grade classrooms, and in what ways. This study provides basic, descriptive information about informational text experiences offered to children in 20 first‐grade classrooms selected from very low‐ and very high‐SES school dist…
For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low- and Very High-Socioeconomic Status First-Grade Classrooms
This study investigates whether there are differences in the print environments and experiences offered to children in 20 first-grade classrooms chosen from very low- and very high-socioeconomic status (SES) districts. Each classroom was visited for 4 full days over the course of a school year. On each visit, information was recorded about the classroom library, classroom environmental print, and any activity during the school day that involved p…
Education Should Consider Alternative Formats for the Dissertation
Research News And Comment: Education Should Consider Alternative Formats for the Dissertation
Can I say ‘Once Upon a Time’?”: Kindergarten children developing knowledge of information book language
Minutes per Day: The Scarcity of Informational Texts in First Grade
S Although scholars have called for greater attention to informational texts in the early grades for some time, there have been few data available about the degree to which informational texts are actually included in early grade classrooms, and in what ways. This study provides basic, descriptive information about informational text experiences offered to children in 20 first‐grade classrooms selected from very low‐ and very high‐SES school dist…
Effective Practices for Developing Reading Comprehension
Reading comprehension research has a long and rich history. There is much that we can say about both the nature of reading comprehension as a process and about effective reading comprehension instruction. Most of what we know has been learned since 1975. Why have we been able to make so much progress so fast? We believe that part of the reason behind this steep learning curve has been the lack of controversy about teaching comprehension. Unlike d…
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these…
Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching
S This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre‐specific reading and writing abilities of children in grades two and three. The genres used for this exploration were informational and procedural science texts. Sixteen grade 2 classes participated, 10 of which were fo…
For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low- and Very High-Socioeconomic Status First-Grade Classrooms
This study investigates whether there are differences in the print environments and experiences offered to children in 20 first-grade classrooms chosen from very low- and very high-socioeconomic status (SES) districts. Each classroom was visited for 4 full days over the course of a school year. On each visit, information was recorded about the classroom library, classroom environmental print, and any activity during the school day that involved p…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Can I say ‘Once Upon a Time’?”: Kindergarten children developing knowledge of information book language
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units design…
Education Should Consider Alternative Formats for the Dissertation
Research News And Comment: Education Should Consider Alternative Formats for the Dissertation
Print Environments and Experiences Offered to First‐Grade Students in Very Low‐ and Very High‐SES School Districts
L'auteur relate les resultats d'une etude qui l'a conduit a analyser les differences et l'influence positive ou negative de l'ecole et des ressources de celle-ci sur l'apprentissage des enfants en particulier en ce qui concerne l'alphabetisation. Une analyse comparative entre deux milieux opposes est proposee, confirmant l'importance du role de l'ecole sur les progres de l'eleve
Can I say ‘Once Upon a Time’?”: Kindergarten children developing knowledge of information book language
Education Should Consider Alternative Formats for the Dissertation
Research News And Comment: Education Should Consider Alternative Formats for the Dissertation
Print Environments and Experiences Offered to First‐Grade Students in Very Low‐ and Very High‐SES School Districts
L'auteur relate les resultats d'une etude qui l'a conduit a analyser les differences et l'influence positive ou negative de l'ecole et des ressources de celle-ci sur l'apprentissage des enfants en particulier en ce qui concerne l'alphabetisation. Une analyse comparative entre deux milieux opposes est proposee, confirmant l'importance du role de l'ecole sur les progres de l'eleve
Minutes per Day: The Scarcity of Informational Texts in First Grade
S Although scholars have called for greater attention to informational texts in the early grades for some time, there have been few data available about the degree to which informational texts are actually included in early grade classrooms, and in what ways. This study provides basic, descriptive information about informational text experiences offered to children in 20 first‐grade classrooms selected from very low‐ and very high‐SES school dist…
For the Rich It's Richer: Print Experiences and Environments Offered to Children in Very Low- and Very High-Socioeconomic Status First-Grade Classrooms
This study investigates whether there are differences in the print environments and experiences offered to children in 20 first-grade classrooms chosen from very low- and very high-socioeconomic status (SES) districts. Each classroom was visited for 4 full days over the course of a school year. On each visit, information was recorded about the classroom library, classroom environmental print, and any activity during the school day that involved p…
On what crosses, and does not cross, our desks in early literacy
Book reviewed in this article: Language, Literacy and Cognitive Development: The Development and Consequences of Symbolic Communication. Edited by Eric Amsel & James P. Byrnes. 2002
Learning to read and write genre‐specific text: Roles of authentic experience and explicit teaching
S This study explored, with both experimental and correlational designs, the roles of (a) authentic, communicatively functional reading and writing and (b) the explicit explanation of genre function and features on growth in genre‐specific reading and writing abilities of children in grades two and three. The genres used for this exploration were informational and procedural science texts. Sixteen grade 2 classes participated, 10 of which were fo…
Effective Practices for Developing Reading Comprehension
Reading comprehension research has a long and rich history. There is much that we can say about both the nature of reading comprehension as a process and about effective reading comprehension instruction. Most of what we know has been learned since 1975. Why have we been able to make so much progress so fast? We believe that part of the reason behind this steep learning curve has been the lack of controversy about teaching comprehension. Unlike d…
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach
This study addresses the question: Do second-grade students from low- socioeconomic-status (SES) schools taught with an iteratively designed project-based approach to social studies and content literacy instruction: (a) make statistically significant gains on standards-based social studies and content area literacy assessments, and (b) reach a benchmark on these assessments set by a group of students from high-SES schools? If so, what did the pro…
Beyond Concepts of Print: Development of Concepts of Graphics in Text, PreK to Grade 3
Drawing on the literature on concepts of print and graphics in text, as well as informal observations of children, we identified eight concepts that we posit are fundamental to understanding how graphics work in text: Action (static graphics can be interpreted as representing dynamic action), Intentionality (graphics are chosen by authors to accomplish a communicative purpose within a larger text), Permanence (graphics in printed texts are perman…
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these…
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings
This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units design…
Psychology (12 works) · Mathematics education (11 works) · Pedagogy (7 works) · Reading and Literacy Development (7 works) · Computer Science (6 works) · Sociology (6 works) · Linguistics (4 works) · Literacy (4 works) · Child Development and Digital Technology (3 works) · Developmental psychology (3 works)