Using Large-Scale Research to Gauge the Impact of Instructional Practices on Student Reading Comprehension: An Exploratory Study

Harold Wenglinsky

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

Why Publish With EPAA?
Submit a Manuscript or Revision
EPAA's Open Access Policy
Register

Article Tools

Indexing metadata

How to cite item

Email the author (Login required)

Journal Content
Browse

Language

About The Author

Harold Wenglinsky
Baruch College

Harold Wenglinsky is Associate Professor in the Baruch School of Public Affairs and Research Director of the Center for Educational Leadership. His research interests include the impact of teachers’ instructional practices on student learning and maximizing the effectiveness of educational technology, about which he is currently completing a book.

Notifications

Download this PDF file

The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

Fullscreen Fullscreen Off

Article Metrics

Metrics Loading ...

_{Metrics powered by PLOS ALM}

Discussion

Contact EPAA//AAPE at Mary Lou Fulton Teachers College

education policy analysis archives

Article Metrics

Discussion