Jake Downs
Biographic Data
| ID | 9510443 |
|---|---|
| NAME | Jake Downs |
| GIVEN NAMES | Jake |
| FAMILY NAME | Downs |
| SIGNATURE | DOWNS J |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0001-7314-8995 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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 …
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…
Complex text and fluency
This matched-sample study investigates the use of a wide range of texts of varying–and often challenging–complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called ‘Read Like Us’, and performed a pilot implementation in small groups with third- and fourth-grade students (n = 174) who ranked ‘Below Benchmark’ or ‘Well Below Benchmark’ on the Acadience Reading assessment. St…
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…
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…
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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…
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…
Complex text and fluency
This matched-sample study investigates the use of a wide range of texts of varying–and often challenging–complexity to promote fluency for students experiencing below grade level achievement. We designed a repeated-reading protocol called ‘Read Like Us’, and performed a pilot implementation in small groups with third- and fourth-grade students (n = 174) who ranked ‘Below Benchmark’ or ‘Well Below Benchmark’ on the Acadience Reading assessment. St…
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 …
Fluency (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Psychology (4 works) · Reading (process) (4 works) · Reading and Literacy Development (4 works) · Reading comprehension (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Text Readability and Simplification (3 works)