Download or read book A Quantitative Study on the Relationship Between Fifth Grade Students Reading and Writing Test Scores written by Janis R. Scott and published by . This book was released on 2009 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: A basic correlational research design was used in this quantitative study to correlate the reading and writing test scores of 47 fifth grade students at a rural public school in southwest Georgia. The instruments used in the study were the 2008 Georgia Grade 5 CRCT Reading and the 2008 Georgie Grade 5 CRCT Writing Assessment. The purpose of this study was to examine the 2008 Georgia Grade 4 CRCT Reading and the 2008 Georgia Grade 5 Writing Assessment to determine whether there is a correlation between fifth grade students’ reading and writing test scores. The research concluded that there is a significant correlation between the Grade 5 CRCT Reading test scores and the Grade 5 CRCT Writing Assessment test scores. This study cannot be generalized to another educational setting. Future research should be conducted to include a larger sample size, various grade levels, and different geographic areas.
Download or read book The Correlation of the Accelerated Reading Program on the Fifth Grade Writing Scores written by Janet Wingard and published by . This book was released on 2010 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was a correlation research design which utilized pre-existing data. The purpose of this study was to examine the correlation between reading and writing. The research was guided b the following question: Is there a statistically significant correlation between the Accelerated reader Program scores and the scores received by fifth grade students on the Alabama Direct Assessment of Writing? The null hypothesis stated that there is not a statistically significant correlation in the scores of fifth grade students on the Alabama Direct Assessment Writing when the Accelerated Reader Program. Data was analyzed using a Pearson-r for two independent sample means. The .05 level of significance was accepted. The instruments used in this study were the Accelerated Reader Program (AR) and the Alabama Direct Assessment of Writing (ADAW) for fifth grade. There were approximately 70 students from the 2007-2008 school years who were taught using the AR program. These students also were examined using the ADAW. The researcher used random sampling to select 20 students from the data. Based on the findings, the null hypothesis was not rejected. So the researcher concluded that there is no correlation between the Accelerated Reader program and Alabama Direct Assessment of Writing. This chapter contains a summary, conclusions from the findings, and recommendations for practice and further research.
Download or read book A Study of the Relationship Between Fifth Grade Reading Achievement Scores and High School Grades written by Mary Jo Storie and published by . This book was released on 1965 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 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 2007 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Reading and Writing Characteristics of Low Achieving Minority Students in Grades Five Six and Seven written by Sue Ross Mohrmann and published by . This book was released on 1987 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Linking Teacher Preparation and Student Performance written by Edith Guyton and published by R&L Education. This book was released on 2004 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: The case studies, research, and projects presented here strike at the very heart of effective teaching. The specific practices to improve student performance outlined here will spark classroom discussion and improve teacher practice.
Download or read book Reading and Writing Skills Cognitive Emotional Creative and Digital Approaches written by María Isabel de Vicente-Yagüe Jara and published by Frontiers Media SA. This book was released on 2023-12-14 with total page 487 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Concept Attainment and Reading Ability written by Carol Ann Lindeman and published by . This book was released on 1964 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Action Research in the Classroom written by Mary Ann Jacobs and published by Rowman & Littlefield. This book was released on 2016-04-06 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Action Research in the Classroom: Helping Teachers Assess and Improve their Work guides teacher-researchers through the process of using action research in their practice to improve students’ learning and teachers’ teaching. The book uses actual classroom examples to assist aspiring, new, and veteran teachers and those who support them (administrators, department chairpersons, and mentors) in using a six-step process L.E.A.D.E.R. to successfully accomplish and share research conducted by actual classroom teachers. Each step in the L.E.A.D.E.R. process -- (1) L=Look at the Problem, (2) E=Examine what we know; (3) A=Acquire knowledge of school problem-solving; (4) D=Devise a plan for improvement; (5) E=Execute the plan; and, (6) R=Repeat steps and processes as needed -- can guide teachers, administrators, and even parents – and students – in solving their own problems and improving their learning and teaching.
Download or read book Research in Education written by and published by . This book was released on 1970 with total page 740 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Year round Education on Fifth Grade African American Reading Achievement Scores in an Urban Illinois School written by Carolyn Ann Merrill and published by . This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to determine the impact of the year-round education school calendar on the standardized test performance of fifth grade African American students, as measured by the Illinois Standards Achievement Test (ISAT) in reading. The ISAT reading scores from two year-round education (YRE) schools (School A and School B) were compared with two traditional calendar education (TCE) schools (School C and School D). The selection of schools was based on numerous factors in order to ensure that the year-round education schools and traditional calendar education schools were similar in socioeconomic status and in the number of African American students attending the schools. Descriptive and inferential analyses were conducted. Descriptive analyses consisted of determining means and standard deviations of study variables. Inferential statistics consisted of a 2 (school type) x 3 (lunch status) between subjects factorial ANOVA to demonstrate main effects of each independent variable, as well as the interaction effect of both variables together on the dependent variable. Results of this study concluded that there was not a significant difference between the year-round and traditional school groups on ISAT reading scores. There were no significant differences between the free lunch, reduced lunch, and paid lunch groups on ISAT reading scores. The interaction effect for school type x lunch status was not significant. Although the current research did not support the previous literature that indicates year-round education might mitigate some of the risks associated with low-socioeconomic status, further research should be conducted on this topic. The present research indicates that within classrooms, educational quality and student outcomes may depend on several factors. Future research on the particular qualities and attributes of the teacher, the social and physical context in which learning unfolds, and the specific activities and events structuring how children experience their time as learners may continue to shed light on the educational attainment discrepancies between different groups of students.
Download or read book The Impact of Traditional and Departmentalized Classroom Instructional Settings on Fifth Grade Students Reading Achievement written by Teneshlia Chennis (T.) and published by . This book was released on 2018 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative casual-comparative research was to provide educators data pertaining to reading and the influence of classroom instructional setting on reading test scores. This study investigated if learning in a departmentalized instructional setting had a subsequent positive effect on fifth grade students’ reading achievement as measured by the 2015 Virginia Standards of Learning Assessment, as opposed to fifth grade students who were exposed to a traditional instructional setting. Data was collected from the accountability office of the selected school district. Fifth grade students in a departmentalized or traditional regular education classroom participated in this study. The convenience sampling of 737 students were from grade K-5, non-Title I elementary schools in the suburban area of the school district. An analysis of covariance (ANCOVA) was conducted to determine if there was a statistically significant difference between mean reading scale scores of fifth grade students who were taught using different instructional settings while controlling for prior achievement. The statistical analysis of this study showed no significant difference in reading achievement scores between students taught in a traditional or departmentalized instructional setting. Therefore, recommendations for further research were provided.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Interrelationships Among Fifth grade Students Concepts of Parental Relationships Peer Relationships Reader self Gender Reading Attitude and Comprehension written by Rosalie A. Whiteway and published by . This book was released on 1995 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Reading and Science Achievement of Fifth Grade Students as Measured by the Texas Assessment of Knowledge and Skills Test written by Charles H. Ratliff and published by . This book was released on 2007 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bivariate analyses using the Pearson product-moment correlation technique were implemented to determine the strength and direction of the relationship between the reading and science achievements of the study group.
Download or read book Anchor Test Study written by Westat Research, Inc and published by . This book was released on 1977 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt:
