Download or read book An Investigation and Comparison of Reading Achievement of Left handed Students and Reading Achievement of Right handed Students in Grades Four Five and Six of the Emporia Kansas Unified School District Number 253 written by Norman L. Reynolds and published by . This book was released on 1967 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of the Achievement of Left handed Children Versus Right handed Children in Grade Five written by Alice Nathalie Jameson and published by . This book was released on 1944 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Reading Achievement of Disabled Readers in Low income and Other Elementary Schools in Emporia Kansas USD 253 Over the Past Four Years written by Calvin Charles Dill and published by . This book was released on 1971 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Literacy in the United States written by and published by . This book was released on 1994 with total page 710 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Correlational Study Comparing Reading Achievement and Students Actual Reading Performance in Grades Two and Four written by Bernice A. Kirby and published by . This book was released on 1995 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Impact of Early Reading Achievement Individual and School Characteristics on Later Outcomes of Students with Intellectual Disability written by Kemal Afacan and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the last decade, an increasing number of students with intellectual disability (ID) have taken statewide general reading assessments. Also, all states have designed and implemented alternate reading assessments for students with significant ID who could not participate in general assessments. To date, few studies have examined the reading outcomes of students with ID on those assessments and none of these studies have examined whether outcomes from statewide assessments have predictive value for students' later school outcomes. The purpose of this study was to examine the relationship between students with ID's 5th grade reading performance as measured by statewide standardized assessments and their later academic and behavior outcomes, including 8th grade reading, as measured by the statewide standardized assessment, and the following secondary school outcomes: (a) school attendance, (b) credits earned in one semester, (c) office discipline referrals, and (d) suspensions received. This study also aimed to examine whether students' ethnicity/race and the type of school attended in middle and high school had an impact on their academic and behavior outcomes. A longitudinal dataset including a sample of 400 students with ID attending schools in a Midwestern school district was used to answer this study's research questions. Regression tests were run to examine whether (a) 5th grade reading performance, (b) ethnicity/race, and (c) type of middle and high school attended significantly predicted the students' middle and high school outcomes. Regression tests revealed significant and non-significant results. Students with ID's 5th grade reading achievement significantly predicted their 8th grade reading achievement in the alternate assessment. Also, students' 5th grade reading achievement significantly predicted their secondary ODRs and suspensions received. In terms of ethnicity/race, White students with ID had significantly higher secondary attendance days and received significantly less secondary suspensions compared to their non-White counterparts. Finally, students with ID attending innovative schools received significantly higher secondary ODRs compared to their counterparts attending traditional schools. Implications of these results were discussed. Recommendations for future research were provided.
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 Effects of Handedness on Reading Achievement in Grades Two Four and Five written by Leona White Hayes and published by . This book was released on 1989 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A comparison of reading achievement in second grade students using the accelerated reading program and independent reading written by Adrienne Toro and published by . This book was released on 2001 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Reading Achievement of Fifth Grade Students Using the Scott Foresman Reading Series Or the Ginn Reading Series in the Central Cambria School District written by Clelia Ercol and published by . This book was released on 1975 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Statistics and Research written by Schuyler W. Huck and published by Allyn & Bacon. This book was released on 2000 with total page 728 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text explains to consumers of research how to read, understand, and critically evaluate the statistical information contained in technical research reports. Excerpts from over 500 recent research articles are presented and discussed to illustrate concepts.
Download or read book Examining School Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3 8 in Florida Mississippi and North Carolina REL 2017 235 written by Sarah Herrera and published by . This book was released on 2017 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level. This study was requested by governing board members representing North Carolina, members of the Improving Literacy Research Alliance (which includes representatives from Florida) and, members of the Improving Schools in Mississippi Research Alliance. All three of these states monitor and report changes in performance for schools. However, this study goes beyond reporting averages to examine school-level academic performance using a growth curve modeling approach. This approach can provide stakeholders with a deeper understanding of trends in student proficiency at the school level, by grade at the school level, and among key demographic groups to allow for more accurate policy responses. This study uses growth curve modeling to investigate trends in student reading and math proficiency on state accountability assessments for grades 3-8. Growth curve modeling makes it possible to determine if growth rates in reading and math proficiency are statistically significant and if the differences in proficiency growth rates between grades and subgroups differ in statistically significant ways. Using four to six years of publicly available school-level data between school years 2007/08 and 2013/14 from each state department of education, this study assessed trends in three areas. First, it estimated trends in average school-level student growth rates in reading and math proficiency on the statewide assessment and examined whether these growth rates varied across grades 3 through 8. Second, it calculated average school-level student growth rates in reading and math proficiency for racial/ethnic subgroups and economic subgroups (eligibility for the federal school lunch program, a proxy for economic disadvantage) in grades 3-8. Third, it examined whether there were any statistically significant decreases in achievement gaps by grade between White and Black students, between White and Hispanic students, and between economic subgroups. This information was then used to estimate reading and math proficiency gaps that remained at the end of the period studied. In general, average school-level student academic proficiency rates increased for most subgroups across grades and subjects in all three states. In addition, reading and math achievement gaps decreased for most subgroups; however, achievement gaps remained large despite the decreases. More findings include: (1) The school-level percentage of students who scored proficient in reading and math increased in all three states--Florida, Mississippi, and North Carolina--over the period studied; (2) School-level growth rates in student reading and math proficiency differed by grade level in each state, though most grades showed a statistically significant increase over the period examined; (3) School-level growth rates in student reading and math proficiency differed across racial/ethnic subgroups, though most subgroups showed a statistically significant increase; (4) The reading and math proficiency achievement gaps between White and Black students and White and Hispanic students decreased in most grades in all three states; however, the gaps still exceeded 10 percentage points; (5) Average school-level proficiency rates in reading and math differed by grade between economic subgroups in Florida and Mississippi, with most grade-economic subgroup combinations showing a significant increase. These data were not available for North Carolina; and (6) The achievement gap in reading and math proficiency between economic subgroups decreased in all grades in Florida and Mississippi; however, the gaps still exceed 13 percentage points. Details on the analyses are appended.
Download or read book A Comparison of Reading and Mathematics Achievement Between Chapter 1 Students and Like Students in Grades Four and Five written by Roger Alan Johnston and published by . This book was released on 1992 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Survey of Reading Achievement in Grades Four Five and Six of Culpeper County as a Basis for Adjusting the Reading Program to Individual Needs written by Pauline B. Craddock and published by . This book was released on 1952 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 A Causal comparative Study of the Difference in Reading Achievement Scores of Remedial Reading Students who are Right Brained Dominant and Those who are Left Brained Dominant written by Angela M. Van Giesen and published by . This book was released on 1986 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills written by Federico Hernandez and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the Texas Assessment of Knowledge and Skills and the mathematics achievement of middle school students in a large urban school district in southwestern United States as assessed by the Texas Assessment of Knowledge and Skills. A correlational research design was used to study this relationship. The participants were current high school students who were administered both the Reading and Mathematics sections of the Texas Assessment of Knowledge and Skills in their sixth, seventh, and eighth grade year in middle school (N = 652). A bivariate analysis using the Pearson product-moment correlation technique was used to determine the strength and direction of the relationship between the three different levels of reading achievement and mathematics achievement as measured by the Texas Assessment of Knowledge and Skills. Students who achieved a Commended performance and a Met Standard performance in the Reading section of the Texas Assessment of Knowledge and Skills in sixth, seventh, and eighth grade, all yielded a correlation coefficient that was statistically significant with a p-value .01. This also held true for the overall relationship in sixth (r = + .481 and N =652), seventh (r = + .537 and N = 652), and eighth (r = + .385 and N = 652) grade. These results suggest that there is a moderate to strong relationship between the reading achievement and mathematics achievement of sixth, seventh, and eighth grade students who achieved a Commended or Met Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The seventh grade students who achieved a Did Not Meet Standard in the Reading section of the Texas Assessment of Knowledge and Skills, N = 53, yielded a correlation coefficient, r = + .325, which was statistically significant with a p-value
