Download or read book A Study of the Academic Achievement Status in Reading Spelling and Arithmetic of One Hundred and Five Third Grade Pupils in the McIntyre Elementary School Montgomery Alabama with Implications for Curriculum Emphasis written by Venus Sheppard and published by . This book was released on 1960 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Levels of Achievement in Reading of One Hundred six Third Grade Pupils in the Daisy Lawrence School Montgomery Alabama with Suggestive Remedial Measures written by Margaret Brown and published by . This book was released on 1953 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Reading Achievement of Third Grade Pupils at Abraham s Vineyard School Montgomery Alabama written by Sara Cobb Chapman and published by . This book was released on 1962 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Achievement of Children 6 11 Years as Measured by the Reading and Arithmetic Subtests of the Wide Range Achievement Test United States written by Klaus Warner Schaie and published by . This book was released on 1970 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book California Preschool Learning Foundations Visual and performing arts Physical development Health written by Faye Ong and published by . This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Concurrent Academic Predictors of Spelling Performance of Third Grade Children written by Elliott Lessen and published by . This book was released on 2019-05-31 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The focus of the present study was to identify a set of prerequisite tasks, modality relevant to spelling performance, that when based on accuracy and speed as performance measures, would discriminate between good spellers and poor spellers. A review of related literature suggested that (a) tasks used to date have represented more than one basic behavior per task; (b) tasks that have been used are related to, but are not direct replications of the modality input and output structure of spelling behavior; (c) tasks used have not represented the most basic skills assumed by curriculum hierarchies to be prerequisite to spelling competence; and (d) tasks have been assessed by accuracy alone, without referring to speed (fluency) as a viable performance measure. A spelling test was administered to a group of third graders in Alachua County, Florida. From these results, the top and bottom 25.9 percent (good and poor spellers) were chosen (N=35 per group). Each of these subjects was then assessed on each of eight tasks on three consecutive days. Accuracy and speed scores were obtained for each subject on each task. Discriminant analysis and multiple regression procedures were used to analyze the data. The results of the study indicated that two of the eight tasks used, See CVC trigram/Say nonsense word and Hear two letter blends and digraphs/Write letters, were the best tasks with which to discriminate groups of good and poor third grade spellers. Speed and accuracy scores on the two tasks were found to be nearly equivalent discriminators between the two groups of spellers. The findings of this study indicated that the use of speed and accuracy as performance measures may serve two useful functions. First, speed and accuracy scores discriminate between good and poor spellers. Second, speed and accuracy scores reduce possible misclassifications that may interfere with a child's curricular program. The overall and additional findings have suggested possible alternative research efforts that may help solve the problem of presenting classroom instruction that could promote better spelling achievement. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "Concurrent Academic Predictors of Spelling Performance of Third Grade Children" by Elliott I. Lessen, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.

Download or read book All Students Can Succeed written by Jean Stockard and published by Rowman & Littlefield. This book was released on 2020-07-09 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.

Download or read book A Study of the Relationship of Reading Achievement to Typewriting Achievement of One Hundred Five Pupils at George Washington Carver High School Montgomery Alabama written by Alvan Freeny Baker and published by . This book was released on 1963 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Effects of a Parent Education Program on Third Grade Arithmetic Achievement Levels written by Thomas A. Mayes and published by . This book was released on 1965 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between Perceptual Modality and Academic Achievement of Third grade Students written by Deborah C. Garner and published by . This book was released on 2006 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Purpose, scope, and method of study. The purpose of this study was to examine the relationship between perceptual modality strengths and the academic achievement of elementary students. An ex post facto analysis was employed. Participants were selected from 2 schools that utilize the Dunn and Dunn learning style model. Perceptual strength was measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) (Price & Dunn, 1997). Academic achievement was measured by the Oklahoma Core Curriculum Tests (OCCT). An analysis of variance was conducted to examine the effect of perceptual modalities (auditory, visual, tactual, and kinesthetic) on the reading and math scores of the participants. Additional analyses, independent samples t tests, were conducted to compare the achievement of students who had no perceptual strengths with those who had one or more strengths. Findings and conclusions. The results obtained from this study identified no significant interaction between perceptual modality strengths and academic achievement for students in classrooms utilizing the Dunn and Dunn learning style model. In addition, the participants in this study scored higher in reading and math on the OCCT than students statewide. The results from this study indicate that perceptual modality preferences, when accommodated, do not impact academic achievement. It is possible that other elements, including motivation, may have positively impacted student achievement at the selected schools. With increasing pressure on schools to demonstrate that students are making appropriate academic progress, the implementation of learning style strategies appears to hold promise of enhancing student performance"--Abstract.

Download or read book The Effects of the Ready for Success Program in the Reading Achievement of Second and Third grade Students written by Michelle L. Goldberg and published by . This book was released on 2009 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group. Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.

Download or read book A Study of the Relationship of General Reading Abilities to Achievement in School in Arithmetic Language and Spelling of Sixth Grade Pupils at Cavalry Junior High School Huntsville Alabama written by Mossie Rice McCall and published by . This book was released on 1961 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Correlation Between Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Scores and Reading Scores on the Alabama Reading and Math Test for Third Grade Students written by Rebecca O. Birdsong and published by . This book was released on 2011 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passage of No Child Left Behind in 2001, schools and teachers are held accountable for the academic achievement of students. The law requires schools to measure student progress in mathematics and reading. Measures of oral reading fluency have become popular for measuring achievement in reading in the early grades. The purpose of this study is to determine if there is a correlation between the third grade scores on the Dynamic Indicators of Basic Early Literacy Skills, Oral Reading Fluency subtest, and the scores on the reading portion of the Alabama Reading and Math Test for one group of students. The data reveal a positive correlation. Educators can use this information to make important decisions regarding the assessments given to students.

Download or read book A Study of the Reading Achievement of Seventy Two Third Grade Pupils of the Monroeville Rosewald School Monroeville Alabama 1961 62 School Term written by Mary D. Royster and published by . This book was released on 1962 with total page 74 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 Who Reads Best written by Arthur N. Applebee and published by National Assessment of Educational. This book was released on 1988 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describing the characteristics and attitudes of a nationally representative sample of 36,000 students in grades 3, 7, and 11, this report details the specific features of reading instruction, how students approach their reading tasks, student reading experiences, and the home and school supports to academic achievement. The report is based the National Assessment of Educational Progress's (NAEP) 1986 assessment of the reading achievement of American schoolchildren. It does not discuss trends over time as many NAEP reports do. Major findings of the report are: (1) students at all three grade levels had particular difficulty with tasks that require them to elaborate upon or defend their evaluations and interpretations of what they read; (2) poor readers reported doing less independent reading than good readers; (3) students reported that their teachers used a variety of instructional approaches to reading instruction; (4) poor readers reported that their teachers used a narrower range of approaches than were used with better readers; (5) poor readers reported using a narrower range of strategies than good readers; (6) students from historically at-risk populations continued to perform poorly relative to the national population at each grade level; and (7) reading proficiency was related to students' general literacy experiences. A procedural appendix is attached. (RS)

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.