Download or read book An Exploration of the Relationship Between the Reading Strategies Emphasized by Fifth Grade Classroom Teachers and Reading Achievement Scores as Measured by the Pennsylvania System of School Assessment PSSA written by Linda Hanna Autry and published by . This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Comprehension Instruction written by Gerald G. Duffy and published by . This book was released on 1984 with total page 336 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 2006 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of the Relationship Between Recreational Reading and Reading Achievement for Eighty Six Fifth and Sixth Grade Students written by Dennis Daniel Guiser and published by . This book was released on 1986 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Reading Strategies as Predictors of School Scores on the Pennsylvania System of School Assessment Reading Test written by Walkovic. Catherine E. and published by . This book was released on 2003 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Relationship Between Reading Ability and Social Studies Achievement of Twenty two Fifth Grade Pupils Enrolled in the Keith Elementary School Turtle Creek Pennsylvania written by Samuel D'Angelo and published by . This book was released on 1966 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Test taking Strategies on Students Reading Achievement written by Tamela Min Scharnagl and published by . This book was released on 2004 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standardized assessments are becoming more popular in education due to an increased focus on accountability. Controversy arises about how to improve the reading achievement of elementary school students. the federal government is mandating that standardized test scores be improved and that teachers be held accountable for their students' results. According to the National Assessment of Educational Progress (NAEP), forty percent of fourth grade students have been performing below basic on standardized tests in reading for the last forty years. From year to year, little or no change has been noted in reading achievement. In this study, the relationship between reading achievement of low-performing third-grade students and the addition of test-taking skills to curricular instruction was examined. the purpose of this experimental study was to test the theory that an increase in standardized reading test scores from pretest to posttest of students who received additional instruction on test-taking skills would be significantly higher than those of students who did not receive additional instruction on test-taking skills. the study was conducted at a rural elementary school on the southeast coast of Georgia, using fifteen third-grade students in both the experimental group (those who were administered the additional skills) and in the control group (those who received no additional skills). the independent variables were the pretest score and the experimental indicator (whether or not they were members of the experimental group). the dependent variable was the net change in test score from pretest to posttest. It was hypothesized that the standardized reading test scores from pretest to posttest of students who received additional instruction on test-taking skills would show statistically significant scores that were higher than those of students who did not receive the treatment effect. Quantitative analysis of the data through analysis of covariance (ANCOVA) indicated that such instruction showed statistically significant results in favor of the hypothesis. This study has implications for educators; administrators, and curriculum developers as a means to further comply with national educational directives as delineated in the No Child Left Behind Act.
Download or read book Exploring Reading and Math Masteries written by Kristi Lynn Donaldson and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Using data from the public-use Early Childhood Longitudinal Study: Kindergarten Class of 1998-1999, Fifth Grade wave, this study looked at the influences of demographic, classroom and family characteristics on children's elementary-level mastery skills of reading and math. To examine these relationships, five hypotheses were tested using hierarchical linear modeling. Female students were found to be more likely to have higher average reading achievements than males, where the opposite occurred in mathematics. For both subjects, White respondents had higher average achievement scores than Black or Hispanic children. Parental education, household income and expected educational achievements were all positively associated with both reading and math achievement scores. Classroom size, but not teacher experience or gender composition of classroom, had a significant, positive effect with both math and reading achievement scores. Findings highlight the need for continued emphasis on education by parents, educators and the media. Limitations and suggestions for future research are discussed.
Download or read book The Relationship Between Busing and Reading Achievement of Fifth and Sixth Grade Pupils in an Urban School District written by Ethel Fisher Rubin and published by . This book was released on 1979 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Attitude Toward Reading and Reading Achievement in Fifth Grade Students written by Patricia Schrader Hellmann and published by . This book was released on 1986 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Exploration of the Relationships Between Perceived Control Value for Reading Anxiety and Reading Achievement in Fifth Grade Readers written by Garland Fincher Niquette and published by . This book was released on 1987 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Comprehension Toolkit written by Stephanie Harvey and published by Heinemann Educational Books. This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grades 3-6 "Active literacy is the means to deeper understanding and diverse, flexible thinking, and is the hallmark of our approach to teaching and learning. Reading, writing, talking, listening, and investigating are the cornerstones of active literacy. The Toolkit captures the language of thinking we use to explicitly teach kids to comprehend the wide variety of informational text they encounter. Through the Toolkit lessons, we demonstrate how the kids adopt and adapt our teaching language as their learning language." - Stephanie Harvey and Anne Goudvis In The Comprehension Toolkit, Stephanie Harvey and Anne Goudvis have created an intensive curricular resource designed to help students understand, respond to, and learn from nonfiction text. By actively engaging students in reading, talking, and writing about information and ideas, The Comprehension Toolkit provides a foundation for developing independent readers and learners across the curriculum and throughout the school year. Framed around the Gradual Release of Responsibility approach, The Comprehension Toolkit provides scaffolded comprehension strategy instruction. First through modeling and guided practice, then releasing responsibility to students through collaborative practice, independent practice, and application, the Toolkit's lessons teach students to use comprehension strategies flexibly in a variety of texts, topics, and subject areas. Professional Support A series of resources introduce, support, and extend the Toolkit's core lessons. The Teacher's Guide outlines the thinking behind the Toolkit and describes its components, instructional design, and assessment options. The Resources for The Comprehension Toolkit CD-ROM provides an array of print and video resources including a photographic overview of an Active Literacy Classroom, downloadable research articles, templates, assessment masters, and full-colour lesson text. Extend and Investigate helps you extend the Toolkit's comprehension strategies across the curriculum and throughout the year. It provides strategies for content area reading and research, textbook reading, test reading, and a variety of practical bibliographies. 6 Strategy Clusters The 26 strategy lessons in The Comprehension Toolkit are organized into six Strategy Cluster books. Informational Text A series of short, engaging, real-world informational texts provide an effective context for using and practising the Toolkit's comprehension strategies. The Source Book of Short Text provides two kinds of nonfiction text: Lesson Text, 24 articles from children's magazines; and Nonfiction Short Text, 43 short informational articles specially written for the Toolkit.
Download or read book The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students written by Dana Arreola and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted in positive literacy results in the primary grades, but far too many students are advancing to secondary schools without the prerequisite literacy skills to be successful in history, literature, mathematics, and science. The purpose of this study was to examine trends and differences that exist in vocabulary and reading comprehension mean scores over a period of nine months. The study determined if differences exist in mean gain vocabulary scores and mean gain reading comprehension scores as measured by Istation’s Indicators of Progress (ISIP) Advanced Reading; and vocabulary and reading comprehension scores were examined to determine if significant differences exist in vocabulary and reading comprehension beginning of year and end of year scores of students receiving guided reading and students receiving direct instruction as their reading approach. This study utilized archived ISIP Advanced Reading vocabulary and reading comprehension scores from 237 fifth grade students in one large urban school district during the 2013-14 school year; 119 students were taught by two teachers who utilized Guided Reading as an instructional approach in one elementary school and 118 students were taught by two teachers who utilized Direct Instruction as an instructional approach in another elementary school. Data treatment and analyses were divided into three phases including: 1) examining trends in mean vocabulary and reading comprehension scores of students instructed using guided reading and students instructed using direct instruction over a nine month period of time; 2) conducting independent t-tests to examine if there are significant differences in beginning of year and end of year vocabulary and reading comprehension mean gain scores in each of the classes that utilized the guided reading approach and each of the classes that utilized the direct instruction approach; and 3) conducting an ANOVA test to compare differences that exist in the vocabulary and reading comprehension mean gain scores among classes that received the guided reading approach and classes that received the direct instruction approach. The findings of this study revealed important differences in student performance gains, from beginning of year to end of year, for those taught using the guided reading approach and those taught using the direct instruction approach for both vocabulary and reading comprehension. Both direct instruction classes had statistically significant and medium size gains in vocabulary and reading comprehension (with large size vocabulary gains in one of the Direct Instruction classes), whereas only one of the Guided Reading classes had statistically significant gains in their vocabulary scores, although not in reading comprehension scores. When comparing scores from the beginning of the year to the end of the year, results revealed that students taught with direct instruction exhibited significantly greater gains in both vocabulary and reading comprehension scores than those taught with guided reading approaches. In addition, comparing mean gains scores across instructional methods and classes, it is evident that one of the Direct Instruction classes had the largest gains in the vocabulary scores during the 2013-2014 academic school year, while both direct instruction classes had moderate size gains in comprehension. Findings from this study may be used to inform school and district leaders how guided reading and direct instruction impact achievement gains in vocabulary and reading comprehension among fifth graders. These findings may also assist school leaders in their decisions regarding the appropriate reading programs to implement for students from similar school contexts.
Download or read book A Study of the Relationship Between Teachers Socio economic Backgrounds and the Reading Achievement of Fifth Grade Students from Similar and Dissimilar Backgrounds in Richland School District One written by Aretha B. Pigford and published by . This book was released on 1985 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
