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Book The Effect of Independent Reading on STAAR Reading Scores of Fourth Grade Students

Download or read book The Effect of Independent Reading on STAAR Reading Scores of Fourth Grade Students written by Sylvia Ibarra and published by . This book was released on 2016 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Effects of Independent Reading on the Comprehension of Fourth Grade Students

Download or read book Effects of Independent Reading on the Comprehension of Fourth Grade Students written by Rebecca I. Dearolph and published by . This book was released on 2008 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effects of Teaching Strategies for Increasing Independent Reading for Reading Fluency on Fourth Grade Learning Support Students

Download or read book The Effects of Teaching Strategies for Increasing Independent Reading for Reading Fluency on Fourth Grade Learning Support Students written by Debbie Saxmann and published by . This book was released on 2005 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effects of Instructional Method on Fourth grade Reading Achievement

Download or read book The Effects of Instructional Method on Fourth grade Reading Achievement written by William T. Agnew and published by . This book was released on 2005 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Purpose, scope, and method of study. This study compared reading achievement between two groups of students in Christian schools: one used a phonics approach, while the other used a balanced approach to teach reading to fourth-grade students. The difference of the means of the spring 2002 SAT reading comprehension scores and the spring 2003 SAT reading comprehension scores of the students in the two groups were compared. Scaled scores were used because the scaled score enables one to compare students' test scores with those of other students and evaluate changes in student performance across subtests and testing occasions. School administrators provided data from spring 2002 SAT scores and spring 2003 SAT scores for each student. The students were divided into four different levels based on their spring 2002 SAT scaled score. The data was analyzed by a factorial ANOVA. The independent variables were the method of instruction and the scaled score level of the students, while the dependent variable was the change in the students' scores from pretest to posttest. Findings and conclusions. The findings indicated that there was no significant difference between the two groups (phonics approach and balanced approach). Thus, the hypothesis of this study was rejected. Teaching methodology had no significant effect on reading comprehension achievement for this study. A significant main effect for Level was found. Students (in both groups) that started fourth grade at the lowest level showed a significant increase in scaled score on reading comprehension by the end of fourth grade when compared against the other three reading performance levels."--Abstract.

Book The Purpose of this Study is to Examine the Effects of an Independent Reading Program on Student Achievement and Motivation in a Fourth Grade Classroom

Download or read book The Purpose of this Study is to Examine the Effects of an Independent Reading Program on Student Achievement and Motivation in a Fourth Grade Classroom written by Tracey E. Ellis and published by . This book was released on 2010 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book College elementary School Reading Partners

Download or read book College elementary School Reading Partners written by Rebecca Sue Kelly Huechteman and published by . This book was released on 1998 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what effects a college and elementary student supplemental independent reading partner project had on the attitudes, word attack skills, and reading comprehension of average fourth grade readers. The study involved 52 fourth graders who had scored in the third quintile on the reading subtest of the Missouri Mastery Achievement Test at the end of the third grade. All elementary students involved in the study were pre-tested and posttested through administrations of the Elementary Reading Attitude Survey and the Word Attack and Passage Comprehension subtests of the Woodcock-Johnson Psycho-Educational Battery Revised . The 26 students making up the treatment group were assigned college reading partners who met with them twice a week for a half-hour period of recreational reading. The other 26 students, the control group, received only regular classroom instruction. The data in this study were analyzed using analysis of covariance. The posttest means were compared using pretest scores as the covariate and posttest scores as the dependent variable. Results of the analysis revealed a significant improvement in the academic reading attitude, the recreational reading attitude, and the word attack scores of the treatment group when compared to the control group. The improvement in passage comprehension of the treatment group when compared to that of the control group was not statistically significant, but was approaching significance. On the basis of this study it can be concluded that a college-elementary reading partnership which focuses on recreational reading can improve the reading attitudes, word attack skills, and passage comprehension of the average fourth grade reader.

Book The Effects of Test taking Strategies on Students Reading Achievement

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.

Book How Does the Use of Read Alouds by Two Fourth grade Teachers Effect sic Their Students Independent Reading Choices

Download or read book How Does the Use of Read Alouds by Two Fourth grade Teachers Effect sic Their Students Independent Reading Choices written by Margaret M. Freeman and published by . This book was released on 2011 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Taking Independent Reading to the Next Level

Download or read book Taking Independent Reading to the Next Level written by Kelly Anne Flora and published by . This book was released on 2006 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effects of an Intervention Program Voyager Through Response to Intervention Framework on 4th Grade Reading Achievement

Download or read book The Effects of an Intervention Program Voyager Through Response to Intervention Framework on 4th Grade Reading Achievement written by Lisa Harris and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to read fluently has been confirmed as an indicator of good comprehension and thus academic success. Studies have shown that most students in the U.S. are reading below their grade levels. The U.S. has demanded continuously that the education system increase the outcomes of education for all children. In order to improve children's reading educational needs, effective screening, assessments, and intervention tools need to be implemented properly in U.S. school curriculum. The purpose of this nonequivalent control group study is to investigate the effectiveness of an intervention program in improving the oral reading fluency rates of fourth graders administered using STEEP (Screening to Enhance Educational Performance) procedures in a Response to Intervention structure. The selected participants for this study were 62 fourth-grade students who were receiving Tier II or Tier III reading intervention through the fluency-based reading intervention program. The researcher used an Analysis of Covariance (ANCOVA) to analyze data to determine if the treatment group had achieved significant improvement in their oral reading fluency rates as compared to the control group, while considering the pre-test scores of the students as the co-variate. After adjusting for the effect of pre-test scores on reading achievement, the scores from the treatment group were significantly higher than those in the control group after receiving intervention. After adjusting for the effect of pre-test scores on oral reading fluency, the scores from the treatment group were significantly higher than those in the control group after receiving treatment.