Download or read book An Analysis of the Effects of Early and Late Dyslexia Intervention on Male and Female Fifth Grade Students Reading Scores written by Jamie L. Davidson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there is a significant difference in test scores on the Grade Five Reading State of Texas Assessment of Academic Readiness involving male and female students identified as having the characteristics of dyslexia who received early dyslexia intervention and those who received late dyslexia intervention, and whether improvement in test scores for these males and females depend on the timing of individual student dyslexia intervention. This research study was undertaken in one north central Texas suburban public school district. For the purpose of this study, early dyslexia intervention refers to the dyslexia intervention for students identified as having the characteristics of dyslexia in first, second, or third grade and who began to participate in a dyslexia intervention program upon identification. Additionally, late dyslexia intervention refers to the dyslexia intervention for students identified as having the characteristics of dyslexia in fourth or fifth grade and who began to participate in a dyslexia intervention program upon identification. The participants included 130 students who were identified as having characteristics of dyslexia and who were administered the Grade Five Reading STAAR test in one north central Texas suburban public school district during the May 2022 test administration. The participants included 91 students who received early dyslexia intervention and 39 students who received late dyslexia intervention, with the sample consisting of 78 male students and 52 female students. A two-way between subjects analysis of variance (ANOVA) was utilized to determine if there were significant differences in Grade Five Reading STAAR test scores between students who received early dyslexia intervention and those who received late dyslexia intervention, of male and female students, and whether test scores for males and females depend on the timing of individual student dyslexia intervention. Results of the study suggest that there was no significant difference in Grade Five Reading STAAR test scores between students who received early dyslexia intervention and those who received late dyslexia intervention, and also no significant difference existed between the scores of male and female students. Another key finding within this research study was that test scores for males and females do not depend on the timing of individual student dyslexia intervention.

Download or read book Effects of Test Format on the Reading Scores of Fifth Grade Children written by Daniel Clarence Lopez and published by . This book was released on 1962 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Effects of Early Retention on Fifth Grade Achievement written by Arthur Frederick Ebey and published by . This book was released on 1981 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Reading Intervention on Reading and Behavioral Outcomes for Fourth and Fifth Grade Students with Reading Difficulties written by Garrett James Roberts and published by . This book was released on 2016 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence supports a positive relationship between problem behaviors and reading difficulties across Grades K-12 yet there is a lack of research investigating the role of problem behavior in the context of reading interventions. In this study, data was analyzed from a site-specific subset of students from a multi-site randomized controlled trial (RCT) implementing a multi-component reading intervention for struggling readers in Grades 4 – 5. Data were analyzed to answer the following research questions: (1) What is the impact of multi-component reading intervention for 4th and 5th grade students who are struggling readers on both reading and problem behavior outcomes? and (2) Does problem behavior moderate the effect of a multi-component reading intervention for 4th and 5th grade students who are struggling readers? Students (n = 108) were randomly assigned to a one-year multi-component comprehension reading intervention or a school determined business as usual (BAU) comparison condition after meeting the criterion for identification as a struggling reader by scoring at or below a 90 standard score on the Test of Silent Reading Efficiency and Comprehension (Wagner, Torgesen, Rashotte, & Pearson, 2010) screener assessment. To answer the research questions, data (reading and behavior outcomes) were analyzed using an analysis of covariance to: 1) test the impact of the reading intervention on both reading and behavior outcomes; and 2) test for a significant interaction between measures of problem behavior and condition (i.e., treatment or comparison) on reading outcomes (e.g., Gates MacGinitie Reading Test; MacGainitie, 2000). Models controlled for student-level differences (e.g., reading pretest scores). Type I error associated with multiple comparisons was controlled for using the Benjamani-Hochberg correction to adjust for false discovery rates. Results suggested that the impact of treatment resulted in significant posttest group differences on word reading fluency (p

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1997 with total page 806 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 2005 with total page 620 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1986 with total page 606 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Language and Language Behavior Abstracts written by and published by . This book was released on 1980 with total page 798 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1997 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Parental Involvement on Reading Scores in a Fifth Grade Classroom written by Brian Hartstack and published by . This book was released on 2005 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Close Reading on Reading Comprehension Scores of Fifth Grade Students with Specific Learning Disabilities written by Erica Blouin and published by . This book was released on 2014 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of the Language Reading Intervention Program on Reading Performance for Fifth Grade Students in a Title One Elementary School written by Patricia Fortson and published by . This book was released on 2009 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Diffusion MRI written by Heidi Johansen-Berg and published by Academic Press. This book was released on 2013-11-04 with total page 627 pages. Available in PDF, EPUB and Kindle. Book excerpt: Diffusion MRI remains the most comprehensive reference for understanding this rapidly evolving and powerful technology and is an essential handbook for designing, analyzing, and interpreting diffusion MR experiments. Diffusion imaging provides a unique window on human brain anatomy. This non-invasive technique continues to grow in popularity as a way to study brain pathways that could never before be investigated in vivo. This book covers the fundamental theory of diffusion imaging, discusses its most promising applications to basic and clinical neuroscience, and introduces cutting-edge methodological developments that will shape the field in coming years. Written by leading experts in the field, it places the exciting new results emerging from diffusion imaging in the context of classical anatomical techniques to show where diffusion studies might offer unique insights and where potential limitations lie. Fully revised and updated edition of the first comprehensive reference on a powerful technique in brain imaging Covers all aspects of a diffusion MRI study from acquisition through analysis to interpretation, and from fundamental theory to cutting-edge developments New chapters covering connectomics, advanced diffusion acquisition, artifact removal, and applications to the neonatal brain Provides practical advice on running an experiment Includes discussion of applications in psychiatry, neurology, neurosurgery, and basic neuroscience Full color throughout

Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Routledge. This book was released on 2017-04-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

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 Effects of a Scripted and Intense Reading Intervention Program on the Reading Comprehension of Fifth Grade Students with Learning Disabilities written by Tracy Slater and published by . This book was released on 2018 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Read 180 on Fourth and Fifth grade English Learner Students and English Only Students written by Julie Nesbitt and published by . This book was released on 2016 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Read 180 is a reading program designed for students whose reading achievement is below the proficient level. The goal of Read 180 is to address gaps in students' skills through the use of a computer assisted instruction intervention. The purpose of this quantitative study was to determine the effects of Read 180 on the reading achievement of fourth- and fifth-grade English Learner students and English Only students at three elementary schools located in California's Central Valley. This study was designed to measure the success of student participants who participated in a daily 90-minute structured reading block. For each participant, the Scholastic Reading Inventory (SRI) was administered twice, to establish baseline data for the first academic quarter, and at the end of fourth academic quarter to determine if changes in achievement occurred between the pretest and posttest. Paired sample t-tests were used to determine if significant differences existed in the reading achievement of fourth and fifth-grade English Learner students and English Only students after 1 year of participation in Read 180. The level of significance was set at .05. The results indicated a significant difference between the means of the pre and posttest scores. The mean posttest scores were significantly higher than the mean pretest scores for each group.