Download or read book Predicting Reading Achievement with Kindergarten Enrollees written by Esther J. Aubin and published by . This book was released on 1971 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Download or read book Learning to Read and Write written by Susan B. Neuman and published by National Assn for the Education. This book was released on 2000 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategies to promote literacy competence
Download or read book Preventing Reading Difficulties in Young Children written by National Research Council and published by National Academies Press. This book was released on 1998-07-22 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Download or read book Predictive Validity of Early Academic Measures on Reading Achievement in Kindergarten Students written by Meghan Schwank and published by . This book was released on 2016 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Children s Reading and Mathematics Achievement in Kindergarten and First Grade written by Kristin Denton and published by . This book was released on 2002 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Characteristics of Kindergarten Children as Predictors of Reading Difficulties in First Grade written by Eileen M. Earhart and published by . This book was released on 1969 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Download or read book A Comparison of Dynamic Assessment and Progress Monitoring in the Prediction of Reading Achievement for Students in Kindergarten and First Grade written by Erin Caffrey and published by . This book was released on 2006 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Prediction of Elementary Student Reading Achievement from Specific Home Environment Variables written by Barbara S. Anglum and published by . This book was released on 1990 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predicting reading and mathematics achievement in fourth grade children from kindergarten readiness scores written by Lawrence A. Kurdek and published by . This book was released on with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade written by Patty S. Coté and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Download or read book Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades written by Naima Khandaker and published by . This book was released on 2019 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ability grouping is a common instructional practice in the early grades, but little is known about its effects over time. This study examined long-term academic and motivational outcomes of reading ability grouping. Using data from the U.S. Department of Education’s Early Childhood Longitudinal Study, Kindergarten Class of 2010–11, children’s reading ability group placements in kindergarten were used to predict their reading achievement and aspects of their motivation for reading in third grade. Patterns of ability group placement from kindergarten through second grade were then identified and used to predict third-grade academic and motivational outcomes as well. Results show that both kindergarten ability group placement and placement patterns from grades K–2 predicted third-grade reading achievement. Kindergarten grouping also predicted students’ perceived competence in reading, and K–2 placement patterns predicted both perceived competence and intrinsic motivation for reading in third grade. This research has implications for reading instruction in primary grades and underscores the importance of examining children’s academic and motivational outcomes concurrently.
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.
Download or read book Handbook of Research on Reading Comprehension written by Susan E. Israel and published by Routledge. This book was released on 2014-06-03 with total page 709 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience are brought together for this handbook, to document and summarize the current body of research on theory, methods, instruction and assessment in reading comprehension.
Download or read book Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement written by Francis Huang and published by . This book was released on 2011 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Following a cohort of students from fall of kindergarten to spring of first grade, the authors investigated whether the general cluster profiles identified in Burrow et al.'s (2010) study remained consistent over time. If cluster profiles in the fall of kindergarten held, their goal was to investigate the differences between clusters in terms of their instructional reading levels at the end of the first grade. Because they could expect that the highest literacy cluster would remain significantly higher at the end of the first grade given that early literacy predicts achievement in succeeding grades (Juel, 1988), they investigated the performance of the other three lower performing groups. They had two research questions: (1) Would research-based cluster profile patterns remain consistent with the current dataset used (i.e., were the clusters generated similar in characteristics based on early literacy skills)?; and (2) If clusters profiles were consistent, how would the three lower ranked clusters perform based on their instructional reading levels at the end of first grade, while controlling for other student-level variables? Their findings support earlier research (Burrow et al., 2010) that demonstrated heterogeneity among Spanish-speaking English Language Learners (ELLs) in kindergarten. Further, they found that the same clusters that were identified in the Burrow et al. study remained consistent in their sample, even though they used data from another time period. When they examined reading level for the lower three clusters in their sample, they found that clusters 3 and 4, the two lowest clusters, were achieving at approximately the same level in reading at the end of first grade, while the mean reading level for cluster 2 was approximately 2/3 of a grade level higher. What distinguished cluster 2 from the other two clusters was higher performance on print-related tasks in fall of kindergarten. Although both cluster 2 and cluster 3 had average or above-average phonological awareness in fall of kindergarten, cluster 2 performed significantly better in alphabet knowledge and orthographic knowledge, the two domains made up of print-related skills (i.e., letter name and letter sound knowledge, spelling). This finding is consistent with previous research (Hammill, 2004; Scarborough, 1998) identifying written language skills as the most accurate predictors of later reading achievement, once children have begun formal literacy instruction. (Contains 3 tables and 1 figure.).
Download or read book Predicting Elementary Students Reading Achievement Utilizing Reading Specialists and Elementary Teachers Ratings of Affective Variables written by Mary Johanna Crabtree (Sister) and published by . This book was released on 1982 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
