Download or read book A Comparative Study of the Effects of a Differentiated Instruction Model on the Reading Achievement of Third Grade Students written by Janice S. Parsons and published by . This book was released on 2003 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Differentiated Instructional Strategies on Reading and Math Achievement for Third Grade Students written by Renee Ingram Garriss and published by . This book was released on 2008 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Effects of Personalized Reading Instruction on Reading Achievement in the Third Grade written by Gail A. Gillmore and published by . This book was released on 1968 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Causal comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third grade Students in Title I Elementary Schools written by Hamilton Smith and published by . This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) allocates federal government funds to schools serving low-income families. Title I schools receive additional financial support to combat the impact of poverty on students’ elementary and secondary education. This quantitative causal-comparative study examined the effect of reading instruction on third-grade students’ reading achievement score. The study included Title I elementary schools (n=4) within an urban school district in the Southeastern region of the United States. Participants included a convenience sampling of third-grade students (N=340). The researcher collected anonymous archived reading achievement scores from the Renaissance Star 360® reading assessment administered by Independent School District (pseudonym). Pre-test and post-test reading achievement scores were analyzed using an analysis of covariance (ANCOVA). The results of the ANCOVA indicated a statistically significant difference between the reading achievement scores of third-grade students who participated in guided reading instruction and third-grade students who participated in whole-group reading instruction while controlling for pre-test reading achievement scores. The findings rejected the null hypothesis. Implications of the findings were examined alongside recommendations for future research.
Download or read book A Comparative Study of the Effects of Computer Assisted Instruction Versus Traditional Instruction on Selected Third Grade Students Reading Achievement written by Becky Jenkins and published by . This book was released on 1991 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Teachers Understanding and Implementation of Differentiated Reading Instruction and Third graders Reading Achievement Scores written by Diedre LaShon Capers and published by . This book was released on 2019 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
Download or read book Effects of Technology based Instruction Versus Traditional Instruction on Reading Achievement Math Achievement and Attitude of Third Grade Students written by Amelia Schultz Brock and published by . This book was released on 2008 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1970 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of School based Tutoring on the Reading Scores of Third Grade Students written by Jenny Elisa Washington and published by . This book was released on 2018 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading below grade level in the third grade is a serious issue that too many students are facing. If struggling readers do not improve their reading skills prior to entering the fourth grade, they risk academic failure and limited success in the future. It is important, therefore, to get students who are not reading on grade level back on track as soon as possible. The purpose of this quantitative causal-comparative study was to determine the effectiveness of tutoring for improving the reading skills of third graders. A sample population of 2,565 third graders from 43 Title I elementary schools in a large rural school district in Southeastern North Carolina participated in this study. Deindentified data for the participants were collected from the school district’s Associate Superintendent for Evaluation and Testing. The descriptive statistics was computed for each tutoring group using SPSS. This causal-comparative research design also used a two-way ANOVA in SPSS to examine the reading achievement scores on the North Carolina READY English Language Arts/Reading Assessment for the sample population for the beginning and end of the 2016-2017 school year. All three of the tutoring comparison groups of students served as treatment groups and control groups for the others. The researcher examined the following research question: Is there a difference among the reading achievement scores of male and female third grade students who participate in one-to-one tutoring, small-group tutoring, or large-group tutoring? It was determined that there was a statistically significant difference in the mean reading scores between the third graders participating in one-to-one, small-group and large-group tutoring. There was not a statistically significant difference in mean reading scores between females and males. There was a statistically significant interaction between gender and tutoring type for the difference in the BOG and EOG Reading Scores. This study was important because the results could provide educators with information for improving students’ reading skills through tutoring. Recommendations for further research based on the results of this study could include: to find out if an achievement gap remains after tracking the literacy competency levels of the participants in this study as they matriculate through school , conducting a mixed-methods study to examine the literacy skills that are being taught by third grade teachers whose students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (End-of-Grade 3 (EOG 3)) versus third grade teachers whose students do not perform at or above grade level, conducting a mixed-methods study to examine the literacy skills that are being taught by second grade teachers in the district whose previous students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (Beginning-of-Grade 3 (BOG 3)) versus second grade teachers whose students do not perform at or above grade level, and extend this study to include other school districts to determine if the results would be similar.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading and Writing Instruction for Second and Third Grade Classrooms in a PLC at Work written by Sarah Gord and published by Solution Tree Press. This book was released on 2020-06-30 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fully prepare students to begin the pivotal transition from learning to read to reading to learn. Written for individual teachers and collaborative teams, this resource outlines how to craft instruction to ensure every learner masters literacy expectations in second and third grade. Readers will gain a wealth of strategies and practices for designing standards-aligned instruction, developing quality assessment, providing timely interventions, and more. Use this resource to address specific literacy challenges found within the second- and third-grade band: Understand the role professional learning communities (PLCs) play in literacy development. Learn how teams of teachers can maximize their collective strengths to make profound impacts on student literacy and reading comprehension. Obtain instructional strategies and tools, such as the pre-unit protocol (PREP), for unpacking and clarifying literacy standards. Observe how to collaboratively score quality assessments as a team and conduct effective data inquiry and analysis. Study the powerful impact literacy has on student engagement and inclusivity in grades two and three. Contents: Introduction: Every Teacher Is a Literacy Teacher Chapter 1: Establish Clarity About Student Learning Expectations Chapter 2: Examine Assessment Options for Literacy Chapter 3: Create a Learning Progression to Guide Instruction and Assessment Chapter 4: Develop Collective Understanding of Learning Expectations Chapter 5: Respond to Data to Ensure All Students Learn Chapter 6: Differentiate Instruction With Gradual Release of Responsibility Chapter 7: Plan High-Quality Literacy Instruction Chapter 8: Select Appropriate Instructional Strategies Chapter 9: Consider Equity in Literacy Epilogue Appendix A: List of Figures and Tables Appendix B: Templates and Tools Appendix C: Process for Prioritizing Standards Appendix D: Essential Understandings and Guiding Questions References and Resources Index
Download or read book Comprehensive Dissertation Index 1861 1972 Education written by Xerox University Microfilms and published by . This book was released on 1973 with total page 1136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Catalog of Copyright Entries Third Series written by Library of Congress. Copyright Office and published by Copyright Office, Library of Congress. This book was released on 1977 with total page 1610 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1486 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1984 with total page 574 pages. Available in PDF, EPUB and Kindle. Book excerpt:
