Download or read book Achievement Outcomes of Two Reading Programs written by William C. Tirre and published by . This book was released on 1980 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Achievement Outcomes of Two Reading Programs written by Alice Davison and published by . This book was released on 1976 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Early Literacy Research written by Susan B. Neuman and published by Guilford Press. This book was released on 2011-10-10 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.
Download or read book Fountas and Pinnell Leveled Literacy Intervention LLI Orange Grade K Program Guide written by Irene C. Fountas and published by . This book was released on 2009-08-05 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
Download or read book Reading Programs Reading Comprehension Any Silver Bullets written by Tawana D. Miller and published by LAP Lambert Academic Publishing. This book was released on 2013 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children who struggle in vain with reading in the first grade soon decide that they neither like nor want to read (Juel, 1988). Early childhood educators realize the critical importance of making sure that as many children as possible learn to read in the primary grades. Achieving this goal is important because the more children who become proficient readers at any early age, the fewer children would be retained or require special education services/remediation, perhaps resulting in cost savings to school districts across the country. The Elementary and Secondary Education Act legislation (formerly known as NCLB) requires both higher standards and higher success rates at the same time. Failure of students to learn to read adequately as shown by national and state results and the need for continued school success had prompted education officials in a large suburban school system in the Southeast United States to implement two reading programs - Voyager Universal Literacy and Harcourt Trophies. This book provides the results of a study to determine if any significant differences existed between reading comprehension performances of third-grade students using Voyager and Trophies.
Download or read book A comparative study of two program approaches on the reading achievement outcomes of secondary students written by Kim Adams and published by . This book was released on 1992 with total page 40 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 1996 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Programs for Students at Risk written by Robert E. Slavin and published by Allyn & Bacon. This book was released on 1989 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: A practical synthesis of latest research on how to enhance achievement of at risk elementary students. Includes chapter on compensatory education.
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 Making the Most of Summer School written by Harris Cooper and published by Wiley-Blackwell. This book was released on 2000-02-08 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summer schools serve multiple purposes for students, families, educators, and communities. The current demand for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. This monograph details a research synthesis that uses both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer schools. These and other findings are then examined for their implications for future research, public policy, and implementation of summer programs.
Download or read book The Nature of Nurture written by Theodore D. Wachs and published by SAGE Publications. This book was released on 1992-08-26 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are there certain periods in a child′s development when he or she may be more sensitive to specific environmental influences than at earlier or later times? Are preschool teachers equally nurturant to securely attached versus insecurely attached children? Are girls more sensitive than boys to parental maltreatment? Designed to synthesize what we know about the nature of environmental influences (nurture) upon development, Wachs artfully explores whether development depends upon a sole factor--the rearing environment, genetics, nutrition, or individual characteristics-- or, whether the degree of directional consistency combined with the extent of covariance among these factors may have the most developmental impact. Issues such as how individuals respond differently to stress, medical treatment, parenting styles, teaching approaches and daycare centers are all discussed through careful analysis of research and theories from a variety of fields. Researchers, teachers, and intervention specialists of developmental psychology, family studies, social psychology, education, and nursing will find The Nature of Nurture an inspiration to further examine how environmental systems determine variability in developmental outcomes and what can be done to promote optimal outcomes for individual children. USE IN NEXT AD (2/1/94): "In The Nature of Nurture Wachs does precisely what he intends to do. He lays out clearly and thoroughly what we know and do not know about environmental influences on human development, and he builds on the conceptual and empirical work of others to move research on environmental effects forward in productive and exciting ways. . . . [It] should serve as a bible for future research on the environment and development. As such, it is a must read for developmental psychologists from all specialty areas, to graduate students, and to upper level undergraduates. This is an eminently readable and important book." --Contemporary Psychology "The Nature of Nurture provides a thorough and thoughtful review and analysis of state-of-the-art theory, concepts, and evidence pertaining to the effect of the environment on human development. Especially important is the attention the author pays to the multidimensional nature of the environment, to individual differences among children, and to the need to consider both of these domains of complexity for understanding the development of specific aspects of psychological and behavioral functioning." --Jay Belsky, The Pennsylvania State University "The Nature of Nurture provides extended treatments of issues rarely dealt with in detail, including organism-environment covariance and organism-environment interaction. All in all, this is an excellent choice for those interested in studying complex, dynamic interplay of organism and environment. It deals with a number of critical design and theory issues; and it ends with a hybrid ecological developmental model designed to integrate studies of experience and offers a useful discussion of future trends in an emerging area of developmental studies." --Child Development Abstracts & Bibliography
Download or read book PISA PISA 2006 Science Competencies for Tomorrow s World Volume 1 Analysis written by OECD and published by OECD Publishing. This book was released on 2007-12-14 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: PISA 2006: Science Competencies for Tomorrow’s World presents the results from the most recent PISA survey, which focused on science and also assessed mathematics and reading. It is divided into two volumes: the first offers an analysis of the results, the second contains the underlying data.
Download or read book Making Summer Count written by Jennifer Sloan McCombs and published by Rand Corporation. This book was released on 2011 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes.
Download or read book The Impact of Evidence based Practices on Students Reading Achievement written by Mele Suipi Fakatava Latu and published by . This book was released on 2014 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the extent to which the assessment of students' achievement data within a professional learning circle, as foundational to evidence-based practice, raises the reading achievement outcomes of a Year 9 cohort who were at high risk of literacy failure. The ability to read concerns the preparation of students being life long learners and to some extent, the need to experience success not only in reading, but also in general. This comes with an understanding that when students enter their secondary or high schooling experience, they are equipped with the necessary knowledge, skills and attitudes to engage in curriculum specific subjects and become critical thinkers and learners. However, what is understood and experienced by many students and teachers is that this is simply not the case. Reading affects all aspects of life and is critical for all students entering secondary or high school, hence the reason for such a study. The research draws on a mixed methodology approach that was a combination of quantitative and qualitative procedures and was considered as being suitable for this inquiry of reading. The insights of both approaches were required to get a good understanding of reading as a complex issue. A quasi-experiment was deemed appropriate, as there was a need to make comparisons between two groups: Target Group and Control Groups. Multiple assessment tools were used, e-asTTle and STAR for gathering data purposes. The Teacher inquiry and knowledge-building cycle from Best Evidence Synthesis: Iteration on Teacher Professional Learning and Development, was as an approach that guided the pedagogy of teaching reading. Underpinning this approach were the premises of knowing what the learners need to learn in order to read better and what the teachers need to learn in order to teach the students more effectively. The inquiry did not only promote valued student outcomes, but served as a tool to guide teachers in their pursuits for the much-needed professional learning and development to enhance their teaching capacity and capability for poor reading students. The results of the Target Group performance as well as the two Controls Groups support the claim that the use of Evidence-Based Practice (EBP) contributes to the increase in the reading achievement of the students, especially when incorporating the use of reading assessment data within the approach. The findings suggest that for students, the need to clarify expectations and to make reference to text that was relevant and of interest to them was key to significant increases in their reading levels. For teachers, the findings suggest that when they had used student reading assessment data to make decisions concerning the necessary changes to their teaching strategies and reading programmes, they had experience success with their students. In part, this was the case as the researcher was able to guide teachers with interpreting the data and providing the necessary support for the design and implementation of programmes. This lead to transformation in teachers thinking about what they could do with students and justification of their actions and decisions. Teachers' perceptions of this method proved to be a motivating experience and encouraged critical self-reflection and professional dialogue. It is hoped that discussions from this study will generate further dialogue in this area in order for change to occur for students and teachers.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Reading for Understanding written by Catherine Snow and published by Rand Corporation. This book was released on 2002-04-18 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
