Download or read book A Comparative Study of the Reading Ability Scores of Boys and Girls in the Third Grade of the Graham Texas Elementary School written by Ruby Range and published by . This book was released on 1950 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Abstracts of Theses written by North Texas State University. Graduate School and published by . This book was released on 1941 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Elementary School Boys and Girls I Q Reading Score Ratio written by Catherine Ann Faber and published by . This book was released on 1950 with total page 126 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:
Download or read book DIFFERENCES IN READING PERFORMANCE OF TEXAS ELEMENTARY SCHOOL STUDENTS AS A FUNCTION OF ECONOMIC STATUS GENDER AND ETHNICITY RACE written by Jenny McGown and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the extent to which degree of economic status, gender, and ethnicity/race are related to the reading achievement of Texas elementary school students. The first purpose was to analyze the degree to which differences exist in reading performance by degree of economic disadvantage for elementary school students. A second purpose was to examine the extent to which differences are present in reading performance between boys and girls in elementary schools. Finally, a third purpose was to determine the extent to which differences are present in reading performance for four different ethnic/racial groups (id est, Asian, White, Hispanic, and Black) of elementary school students. Archival data from the Texas Education Agency Public Education Information Management System was analyzed to make these determinations. A multiyear statewide analysis of academic performance of the state-mandated reading assessments in Grade 3 was used to determine the degree to which trends were present in reading performance by economic status, between boys and girls, and among different ethnic/racial groups. Method A causal-comparative research design was used in this quantitative study. Grade 3 STAAR archival data were obtained for the 2012-2013 through the 2014-2015 school years. Each of the three Reporting Categories was analyzed to determine if differences existed by degree of economic status, gender, and ethnic/racial groupings. Additionally, the percentage of students meeting the Level II Final Satisfactory Performance Standard was analyzed to determine progress in closing historic achievement gaps. Findings Students who were extremely poor had statistically significant lower average scores than students who were moderately poor on the Grade 3 STAAR Reading assessment. Both groups of students in poverty had lower reading scores than students who were not poor. Boys had statistically significantly lower average scores than girls in all reporting categories. Trends present across ethnic/racial groups were that Hispanic and Black students had statistically significantly lower average scores than Asian and White students and Black students had the statistically significant lowest average scores. Results were congruent with the existing literature regarding economic status, gender, and ethnicity/race as factors influencing literacy.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study Assessing the Readability Level of Two Reading Series for Third Grade Students written by Lula Gordon Williams and published by . This book was released on 1980 with total page 106 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 1970 with total page 1344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Black and White Boys and Girls in the Third Grade at Piney Woods Elementary School in Chattanooga Tennessee According to Self concept Reading and Mathematics Achievement written by and published by . This book was released on 1975 with total page 112 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 Demographic Profiles Associated with Academic Performance for Third Grade Students in North Forest and Aldine Independent School Districts in Texas written by Steven Darryll Slaughter and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the demographic profiles associated with academic performance for third grade students in North Forest and Aldine Independent School Districts (ISDs) in Texas. Specifically, the study showed the impact that gender, ethnicity, and whether students receive free or reduced lunch (parent income level), had on third grade reading Texas Assessment of Academic Skills (TAAS) scores. The population for this study was 368 of the 9,007 third grade students from both the North Forest and Aldine Independent School Districts. Students in this study were of the predominant ethnicities at the schools: Black, Hispanic, and White. Utilizing this sample size allowed the study results to be generalized as trend data for all third grade students in the two districts. Data were collected during the spring semester of the 2002-2003 school year. Information for the study was provided through the Public Education Information Management System (PEIMS) and Academic Excellence Indicator System (AEIS) reports of both school districts. Results showed that gender does not relate to the TAAS score in North Forest, but the income level is related to third grade reading TAAS performance. Income showed a significant relationship in that North Forest had a higher percentage of students receiving free and reduced lunch. This impacted the third grade TAAS reading scores. Gender was significantly related to third grade TAAS performances at Aldine ISD in that Aldine had 66 more girls to take the test than boys. There were only 54 boys who took the test. Gender had no significance in North Forest ISD because there was an even number of girls and boys who took the test. Ethnicity would not be analyzed at North Forest ISD due to the small percentage of non-Black students in the third grade. At Aldine ISD, no relationship was found between ethnicity and third grade TAAS performers. The success rate on third grade TAAS was significantly higher at Aldine ISD (percent passed 85.1) than at North Forest ISD (percent passed 39.6).
Download or read book A Comparative Study of the Word Recognition Abilities of Good and Poor Readers in the Third Grade written by Ruby Norine Odland and published by . This book was released on 1958 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differences in the Reading Achievement of Texas Grade 3 English Language Learners as a Function of Their Economic Status Ethnicity Race and Gender written by Gideon D. Schleeter and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the degree to which differences were present in the reading achievement of Grade 3 English Language Learners by their economic status, ethnicity/race, and gender. Specifically analyzed in the first investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (id est, did not qualify for the reduced or free lunch program), for English Language Learners who were Moderately Poor (id est, qualified for the reduced lunch program), and for English Language Learners who were Extremely Poor (id est, qualified for the free lunch program). In the second investigation, the current Texas state-mandated assessment in reading was examined to determine the extent to which test scores differed by the ethnicity/race (id est, Asian, Black, Hispanic, and White) of English Language Learners. The purpose of the third investigation was to ascertain the degree to which reading scores were different between English Language Learner boys and girls. By examining three years of Texas statewide data in each article, the degree to which trends were present in the reading performance by the economic status, ethnicity/race, and gender of Grade 3 English Language Learners was determined. Method A casual comparative research design was used herein. Texas archival data on English Language Learners were analyzed for the 2012-2013 through the 2014-2015 school years. Inferential statistical procedures were calculated to determine whether differences in reading were present by economic disadvantage, ethnicity/race, and gender. Findings For each statistical analysis, as the poverty level of English Language Learners decreased, their reading performance was statistically significantly lower. Regarding ethnicity/race, Asian English Language Learners had statistically significantly higher reading performance than Hispanic, Black, and White English Language Learners in every analysis. Hispanic English Language Learners had the statistically poorest reading performance in most comparisons. White, Hispanic, and Black English Language Learners, had similar results throughout the comparisons. Concerning gender, English Language Learner girls outperformed English Language Learner boys in all statistical analyses. Results were congruent with existing literature regarding the relationship of economic status, ethnicity/race, and gender with reading performance. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2313
Download or read book Hierarchical Reading Abilities of Third Fifth and Seventh Grade Students on Four Different Sentence Types written by Cyril P. Svoboda and published by . This book was released on 1973 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Theses and Dissertations Accepted in Partial Fulfillment of Requirements for Advanced Degrees at North Texas State College Jan 1951 Aug 31 1960 written by Texas. North Texas State College, Denton and published by . This book was released on 1961 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparative Study of Reading Achievement of Third Grade Children Taught by an Individualized Approach and a Bascal Reading Approach at the Pine Grove Elementary School written by Frances B. Lister and published by . This book was released on 1968 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Achievement in Reading and Language for Third Grades at Federick Douglass Elementary School During 1968 1969 written by Erma J. Waters and published by . This book was released on 1969 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
