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Book Predicting Reading Achievement of Kindergarten Students Based Upon Preading sic Skills and Variables Involving Language and Reading Development in the Home

Download or read book Predicting Reading Achievement of Kindergarten Students Based Upon Preading sic Skills and Variables Involving Language and Reading Development in the Home written by Michelle Rosen Haney and published by . This book was released on 2000 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Long term Effect of Whole language Instruction on Kindergarten Students Reading Comprehension After a Two year Period as Measured by Standardized Reading Comprehension Scores

Download or read book The Long term Effect of Whole language Instruction on Kindergarten Students Reading Comprehension After a Two year Period as Measured by Standardized Reading Comprehension Scores written by Karen L. Dornbos and published by . This book was released on 1991 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Predicting Kindergarten Reading Outcomes from Initial Language and Literacy Skills

Download or read book Predicting Kindergarten Reading Outcomes from Initial Language and Literacy Skills written by Miriam B. Hernandez and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: In 2007 the National Assessment of Educational Progress reported that more than 54% of minority students read below basic levels (NAEP, 2007). This language gap is especially a concern for students from culturally and linguistically diverse backgrounds which include African American students (Campbell, Dollaghan, Needleman, & Janosky, 1997). Unfortunately, this gap is continuing to grow and as students get older the gap grows wider and becomes more difficult to close (NAEP, 2007; Craig, Zhang, Hensel, Quinn, 2009). This study analyzes existing data in order to determine the association between language dialect and morpho-syntactic skills, as measured by the DELV, and reading achievement, above and beyond child characteristics and initial reading skills, in a culturally and linguistically diverse sample of kindergarten students.

Book Kindergarten Family Reading Institute

Download or read book Kindergarten Family Reading Institute written by Carlos Ulloa Jr. and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research focused on initiating a home-school partnership with the intent of increasing the reading achievement of kindergarten students. Using action research, this study looked at the dynamics and outcomes of establishing a home and school partnership. This intensive family reading institute delivered seven weekly 90-minute workshops in English and Spanish. The institute engaged the family and child in activities that were based on the California Language Arts Standards. The activities in the institute integrated language, culture, literacy and technology, coupled with workshops designed to support an understanding of the skills needed to reinforce reading achievement in the home. Teachers and reading coach engaged in this study worked with the principal and researcher to develop culturally relevant, parent friendly and hands-on materials to give parents the skills to foster phonemic awareness, phonics, vocabulary development, fluency and reading comprehension in the home environment. Teachers, reading coach and site administrator worked with parents to provide an understanding of grade level standards, target skills and strategies to support literacy development in the home. The reading coach and principal facilitated lessons to engage parent and child in intergenerational activities that supported reading in the home. Teachers, principal, parents and researcher identified changes in attitude towards reading and reading behaviors such as letter identification, phonemic awareness, phonics, vocabulary development, fluency, and reading comprehension. The research findings identified factors to potentially be replicated in other schools and help parents reinforce the skills all kindergarten students need to reach grade level standards in reading. This study identified ways to collaborate with Latino families to support their children in reaching grade level standards in reading. The outcomes of this study may potentially help transform schools into institutions that genuinely serve all students regardless of ethnicity or language origin.

Book The Cognitive Development of Reading and Reading Comprehension

Download or read book The Cognitive Development of Reading and Reading Comprehension written by Carol McDonald Connor and published by Routledge. This book was released on 2016-02-26 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.

Book The Relationship Between Entrance Age and Academic Achievement in Literacy Skills for Kindergarten Students in a Rural School

Download or read book The Relationship Between Entrance Age and Academic Achievement in Literacy Skills for Kindergarten Students in a Rural School written by Rebecca Ann Brower and published by . This book was released on 2020 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parents and teachers are faced with the difficult question of when to enroll their children in kindergarten to be the most academically successful in a rural area. Some parents have started enrolling children in kindergarten at the age of four, despite not being cognitively ready based on the information-processing theory. The purpose of this study is to determine the relationship between entrance age and the academic achievement of literacy skills for kindergarten students in a rural area. A correlational design was utilized to test the strength and direction of the relationship between two quantitative variables: age and reading achievement in a rural school district. A correlational design was appropriate for this study since in order to measure the degree and direction of the relationship between two or more variables and to explore the magnitude among variables. A scatter plot was used to determine the differences between the predictor variable, age, and criterion variable achievement in reading in a rural school district. The researcher failed to reject the null hypothesis. A total of 221 students participated in the research from three separate public schools in rural Virginia. The results of the study did not indicate a relationship between entrance age measured in months and academic achievement in literacy skills scores. Future research to include how age impacts kindergarten students in other demographic regions, with a larger sample size, would aid in further development of this research.

Book Children s Reading Comprehension and Assessment

Download or read book Children s Reading Comprehension and Assessment written by Scott G. Paris and published by Routledge. This book was released on 2005-03-23 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume identifies critical issues and cutting-edge research in assessing children's reading comprehension.

Book Kindergarten Program Type as a Predictor for Reading Achievement in Third Grade

Download or read book Kindergarten Program Type as a Predictor for Reading Achievement in Third Grade written by Kimberly Regan Schoenfeldt and published by . This book was released on 2012 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kindergarten programming, being full and half-day, has been in the forefront of educational topics since 1837. Today, proponents advocate for full-day programming for various reasons including the notion that increased time will lead to increased academics such as in reading. Educational stakeholders have relied on empirical evidence about student achievement and the potential long-term effects therein to support full-day kindergarten programming. Although short-term research presents positive results in support of full-day kindergarten, the results are limited and mixed with regard to long-term impacts. This is especially true when considering the relationship between kindergarten program type and reading achievement by the end of third grade. This study examined kindergarten program type, and other select variables, as predictors for reading achievement in third grade. Results indicated that reading achievement could be predicted, given specific variables, including kindergarten program type. Regression analyses resulted in the variables full-day kindergarten, possessing an IEP, being deemed as LEP, and being of male gender each presenting a negative effect in the final regression equation. Additional chi square tests of independence resulted in the finding of a high prevalence of students enrolled in full-day kindergarten were also those students deemed as LEP. Implications for practice cannot be made at this time with one exception: to recommend further research. This study adds to the body of literature related to kindergarten program type and includes implications for leadership in early childhood education and kindergarten programming.

Book Handbook of Children s Literacy

Download or read book Handbook of Children s Literacy written by Terezinha Nunes and published by Springer Science & Business Media. This book was released on 2013-03-09 with total page 808 pages. Available in PDF, EPUB and Kindle. Book excerpt: PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.

Book The Effects of Student Classroom and School level Variables on Reading and Behavioral Outcomes of At risk Kindergarten Students

Download or read book The Effects of Student Classroom and School level Variables on Reading and Behavioral Outcomes of At risk Kindergarten Students written by Carrie Ruth Ball and published by . This book was released on 2008 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: