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Book A Comparison of Two Types of Reading Instruction for Improving Third Grade CRCT Reading Scores

Download or read book A Comparison of Two Types of Reading Instruction for Improving Third Grade CRCT Reading Scores written by Amber Michelle Martin and published by . This book was released on 2009 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This casual comparative research design that utilized pre-existing data compared reading scores of third-grade students at the School Under Study (SUS) in Muscogee County, Georgia, who received reading instruction either through ability grouping or heterogeneous grouping, in order to discover if there was a statistically significant difference between the mean scores of the two instructional strategies. The study evaluated the results of each instructional strategy by analyzing the third-grade reading Criterion Referenced Competency Test (CRCT) of the 2007-2008 and 2008-2009 school years. A statistically significant difference between the third-grade students received reading instruction through ability grouping and heterogeneous grouping was not found.

Book A Comparison of the Achievement Level of Third Grade Students on the CRCT when Comparing Standard based Instruction with Traditional Instruction

Download or read book A Comparison of the Achievement Level of Third Grade Students on the CRCT when Comparing Standard based Instruction with Traditional Instruction written by Latrina Gates and published by . This book was released on 2010 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: By the year 2014, all students, including all subgroups, are expected to meet the standards that have been set each state under No Child Left Behind. In an effort to meet this federal goal, states and districts all across America have revised their curriculum and are seeking prove, research-based methods to engage students and encourage high achievement for all students. The purpose of this study was to compare standards-based instruction to traditional instruction and seek to determine if there was a statistical difference in the two instructional deliveries. The Georgia third grade math Criterion Referenced Competency Test scores were analyzed from the 2008-2009 Main Administration session. This was a quantitative study and the design was causal-comparative. This study sought to examine if there was a statistical difference in the mean score on the CRCT of third grade student receiving Standards-based Instruction (Subgroup A) in math and in the mean score of third grade students receiving Traditional Instruction (Subgroup B). An analysis of the CRCT math scores was performed using a t-test with a degrees of freedom of 36 and .05 level of significance. The results of the study did not show a statistically significant difference I the mean score on the CRCT of third grade students receiving Standards-based Instruction (Subgroup A) in math and the mean score on the CRCT of third grade students receiving Traditional Instruction (Subgroup B) in math.

Book Reading First and Its Effects on Third Grade CRCT Reading Scores

Download or read book Reading First and Its Effects on Third Grade CRCT Reading Scores written by Dorothy Young Crimes and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative research study evaluated CRCT reading achievement of students in third grade who received reading instruction with the guidance of the Reading First Program and students who received reading instruction without the guidance of the Reading First Program. The study included CRCT reading scores for third grade students in the spring of 2004, at the time the Quality Core Curriculum (QCC) Standards were used. By the spring of 2008, Georgia was following the Georgia Performance Standards (GPS). The third grade students tested in spring 2004 did not receive reading instruction with the guidance of the First program. The students who were tested in spring 2008 received reading instruction with the guidance of the Reading First Program from kindergarten through third grade. The data was collected from a small, rural public school in southwest Georgia. To analyze the data, a chi square statistic was calculated across the categories “did not meet” standards, “met” standards and “exceeded” standards. The researcher examined 79 third grade CRCT reading subtest scores. The researcher concluded that there is no statistical difference in CRCT reading scores for the two groups researched.

Book Is There a Difference Between CRCT Reading Scores Among Third Grade Students in Schools that Participate in the Framework WOW and Schools that Do Not

Download or read book Is There a Difference Between CRCT Reading Scores Among Third Grade Students in Schools that Participate in the Framework WOW and Schools that Do Not written by Julie Taylor Johnson and published by . This book was released on 2009 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how effective the framework Working on the Work (WOW) is in the third grade classroom in helping to improve reading test scores on the Criterion Referenced Competency Test (CRCT). The research was gathered using the Georgia State Department of Education’s database over three years from two different schools in Southwest Georgia. There was a difference between CRCT reading scores among third grade students in a WOW school and those not in a WOW school. The researcher recommended more research using a larger population, a different location, and a longer period of time.

Book Investigation of Differences in STAR Reading Scores for Second and Third Grade Students Who Received Differentiated Reading Instruction

Download or read book Investigation of Differences in STAR Reading Scores for Second and Third Grade Students Who Received Differentiated Reading Instruction written by Elizabeth Hearn and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study investigated the effects of teaching Response to Intervention curricula in second and third grades in a rural school district in Georgia. A causal-comparative design was used to compare scaled score gains of students who were taught using an RTI approach with curriculum available in How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole & McKenna, 2009) and students who were taught with other unidentified RTI curricula. Students in both groups participated in either Tier 2 or Tier 3 reading instruction in addition to Tier 1 regular classroom instruction. The STAR Enterprise Reading Test served as the assessment instrument. An ANCOVA was employed for data analysis, statistically controlling for pretest scores. Second-grade students in the treatment group had statistically significant lower scaled scores than second-grade students in the control group. There were no statistically significant differences found between the treatment and control groups in third grade. Limitations and implications are considered with several suggestions for further research.

Book Reading Comprehension Strategy Instruction at Third Grade

Download or read book Reading Comprehension Strategy Instruction at Third Grade written by Lori Anne Fisher and published by . This book was released on 2003 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effects of School based Tutoring on the Reading Scores of Third Grade Students

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.

Book A Comparison of the Effectiveness of Four Reading Approaches and Two Levels of Supplemental Instruction on Disadvantaged Third Grade Students Achievement

Download or read book A Comparison of the Effectiveness of Four Reading Approaches and Two Levels of Supplemental Instruction on Disadvantaged Third Grade Students Achievement written by Barbara J. Glancy and published by . This book was released on 1974 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Reading and Writing Instruction for Second and Third Grade Classrooms in a PLC at Work

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

Book An Academic Comparison of Third Grade Reading Scores

Download or read book An Academic Comparison of Third Grade Reading Scores written by Debra Towns and published by . This book was released on 2013 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Wisconsin, increased academic performance has been a general assumption supporting the institutionalization and public funding of early childhood instruction. The purpose of this study was to determine if there was a relationship between attendance in public four-year-old kindergarten and elementary level reading performance. This study observed and compared differences in reading performance in the third grade that exist between students who were enrolled in formal public four-year-old kindergarten and students who were not. The statewide reading test scores available to the public were employed. Data were collected from the public record held at the Wisconsin Department of Public Instruction (DPI). In addition to the reading score data, this researcher observed four-year-old kindergarten classrooms in action and affirmed the observations with the classroom teachers in the fall of the 2011. The intent of the observations was to identify how academic and classroom activities in these kindergartens reflected three specific criteria that previous research has determined is a precursor for reading readiness; the variety of classroom literacy activities provided, the impact of an attentive adult providing regular assistance to children learning to read, and the explicit reading strategies, skills, concepts, and mechanics that are taught in these classrooms. Using the publicly recorded testing scores from Wisconsin DPI, the findings did not reveal a statistically significant difference in the third grade reading scores of children who attended four-year-old kindergarten and children who did not. The classroom observations affirmed by the teachers revealed that all three criteria sought were present at varying intensities in the sample kindergartens. The significance of this research indicated that exposure to four-year-old kindergarten alone did not necessarily improve performance on the third grade reading assessment. The qualitative observations and surveys of teacher affirmations, however, revealed that the classroom criteria identified to enhance pre-reading skills was practiced by teachers in these four-year-old kindergartens in a variety of applications. This research also implied that additional study to determine what causes improvement on the third grade reading assessment is warranted.

Book A Comparison of Two Methods of Teaching Reading to Third Graders

Download or read book A Comparison of Two Methods of Teaching Reading to Third Graders written by Johnnie Engram Reddick and published by . This book was released on 1971 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Expanding Reading Comprehension in Grades 3 6

Download or read book Expanding Reading Comprehension in Grades 3 6 written by Katherine A. Dougherty Stahl and published by Guilford Publications. This book was released on 2022-03-25 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students in grades 3–6 need to use increasingly sophisticated comprehension skills and strategies as they read and build knowledge across disciplinary content areas. Grounded in research, this book presents effective practices for integrating literacy instruction with literature, science, and social studies. Chapters address text selection, vocabulary development, strategy instruction, discussion formats, writing to express and expand comprehension, assessment, and more. Ways to meet the needs of emergent bilingual and culturally diverse students are highlighted throughout. Ideal for preservice and inservice teachers and professional staff development, the book includes classroom vignettes, text boxes with easy-to-read instructional procedures, and curriculum resources. Helpful reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size. See also the authors' related book on the primary grades: Developing Reading Comprehension: Effective Instruction for All Students in PreK-2.

Book An Evaluation of Two Peer Literacy Strategies for the Development of Reading Comprehension in Third Grade Low income Students

Download or read book An Evaluation of Two Peer Literacy Strategies for the Development of Reading Comprehension in Third Grade Low income Students written by Olivia Lee Herring and published by . This book was released on 2016 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Generally speaking, low-income students fall behind their peers when it comes to reading and comprehension. Comprehension is a necessary tool for success, both in school and beyond, and must be taught effectively to these struggling students (Beirne, & Velsor, 2012). Studies have shown the benefit of student discussion and utilization of peer reading strategies in the fostering of comprehension. This study will compare students' success after reading passages using two peer reading comprehension strategies: Paragraph Shrinking (a component of Peer-Assisted Learning) and Reciprocal Teaching. There are many questions to explore: After using both strategies, does either one encourage greater independent reading comprehension success, or is there no difference after using these strategies? Do both improve, or not improve, reading comprehension as measured by baseline scores? To explore these questions, the researcher will work with a specifically selected population of third grade students who have been identified as lowincome based on their residence in government funded housing and participation in free and reduced lunch programs. The researcher will specifically focus on the students' reading comprehension in the area of non-fiction texts, and after a baseline is established, a comparison model, using pre- and post- evaluations, will be used to show the results in varying degrees of students' performance with each strategy. Generalizations for this population of students will be described. The final conclusions of this study will be presented to the Honors College for completion of an Honors Thesis; additionally, this information will be disseminated to the parents, guardians, and students in the study group. It will also be presented at conferences in the field of education and research. --Page iv.