Download or read book The Effect Socio economic Background Has on the Reading Ability of Forty Third Grade Pupils of George Washington Carver Elementary School Opelika Alabama written by Dorothy Jones and published by . This book was released on 1962 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Master s Theses in Education written by T. A. Lamke and published by . This book was released on 1963 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationships between the socio economic background and reading ability of children in three elementary schools written by Hazel Elizabeth May Cunningham and published by . This book was released on 1953 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The effects of socioeconomic status on reading comprehension for elementary students written by Mark Myaard and published by . This book was released on 2016 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students from lower socioeconomic backgrounds are consistently scoring lower than their middle and upper class peers in reading comprehension skills. This project is an effort to address this achievement gap by examining the research that has been done on the component skills required for reading comprehension as well as how socioeconomic status affects those individual skills. Information gained from the research into this area will culminate in an in-service designed to inform classroom instructors of how socioeconomic status can affect the reading comprehension skills of their students. Tools and strategies for addressing this area of concern will also be shared with teachers during the in-service.
Download or read book Relationships Between Socio economic Status Sex and Reading Achievement in Basal and Individualized Primary Reading Programs written by Rodney Howard Johnson and published by . This book was released on 1968 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Reading Comprehension and Rate of Fifty Third Grade Pupils in the J W Darden School Opelika Alabama written by Tommie L. Carlisle Harper and published by . This book was released on 1955 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relation of Social Economic and Personal Characteristics to Reading Ability written by Margaret Rhoads Ladd and published by . This book was released on 1933 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of School based Tutoring on the Reading Scores of Third Grade Students written by Jenny Elisa Washington and published by . This book was released on 2018 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading below grade level in the third grade is a serious issue that too many students are facing. If struggling readers do not improve their reading skills prior to entering the fourth grade, they risk academic failure and limited success in the future. It is important, therefore, to get students who are not reading on grade level back on track as soon as possible. The purpose of this quantitative causal-comparative study was to determine the effectiveness of tutoring for improving the reading skills of third graders. A sample population of 2,565 third graders from 43 Title I elementary schools in a large rural school district in Southeastern North Carolina participated in this study. Deindentified data for the participants were collected from the school district’s Associate Superintendent for Evaluation and Testing. The descriptive statistics was computed for each tutoring group using SPSS. This causal-comparative research design also used a two-way ANOVA in SPSS to examine the reading achievement scores on the North Carolina READY English Language Arts/Reading Assessment for the sample population for the beginning and end of the 2016-2017 school year. All three of the tutoring comparison groups of students served as treatment groups and control groups for the others. The researcher examined the following research question: Is there a difference among the reading achievement scores of male and female third grade students who participate in one-to-one tutoring, small-group tutoring, or large-group tutoring? It was determined that there was a statistically significant difference in the mean reading scores between the third graders participating in one-to-one, small-group and large-group tutoring. There was not a statistically significant difference in mean reading scores between females and males. There was a statistically significant interaction between gender and tutoring type for the difference in the BOG and EOG Reading Scores. This study was important because the results could provide educators with information for improving students’ reading skills through tutoring. Recommendations for further research based on the results of this study could include: to find out if an achievement gap remains after tracking the literacy competency levels of the participants in this study as they matriculate through school , conducting a mixed-methods study to examine the literacy skills that are being taught by third grade teachers whose students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (End-of-Grade 3 (EOG 3)) versus third grade teachers whose students do not perform at or above grade level, conducting a mixed-methods study to examine the literacy skills that are being taught by second grade teachers in the district whose previous students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (Beginning-of-Grade 3 (BOG 3)) versus second grade teachers whose students do not perform at or above grade level, and extend this study to include other school districts to determine if the results would be similar.
Download or read book The Effect of Instruction in Test taking Skills on the Standardized Reading Test Scores of White and Black Third grade Children of High and Low Socioeconomic Status written by Mary Elizabeth Yearby and published by . This book was released on 1974 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Effects of the Voyager Universal Literacy System on At risk Readers written by Brandy Deann Campbell and published by . This book was released on 2009 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to compare the reading performance on the third grade state reading assessment of students identified in first grade as at-risk struggling readers with the performance on the same assessment of their peers who were not identified in first grade as at-risk struggling readers. Data were collected from an urban school district in North-Central Texas for third grade students across 14 schools receiving Reading First funding. The 414 subjects in the study were from Reading First schools that adopted Voyager Expanded Learning's Universal Literacy (Voyager System) as the core reading curriculum in kindergarten through third grade. Subjects in the study received core reading instruction in Voyager System in first, second, and third grade in the school years 2005-2006, 2006-2007, and 2007-2008. Data were collected on subjects' demographics (gender, ethnicity, English language proficiency, and socioeconomic status), Texas Assessment of Knowledge and Skills (TAKS) third grade scale scores for 2007-2008, and Voyager benchmarks for first, second, and third grade. Only students who were continuously enrolled in the Voyager System were retained for the study. A series of two-way Analysis of Variance (ANOVAs) were conducted to determine if the earlier identified reading proficiency gap between at-risk readers and non at-risk readers based on gender, ethnicity, English language proficiency, and socioeconomic status closed after three years of instruction in the Voyager System. The data showed that there was not a statistically significant differences between males and females; African Americans, Hispanics, and White students; students of limited English proficiency and their English speaking peers; or between any socioeconomic class of students. It can be conjectured that Voyager Universal Literacy did close the achievement gap between male and female students; African American, Hispanic, and White students; LEP and non-LEP students; and students from all economic levels.
Download or read book Reading Abilities of Third Grade Pupils in Pickens County Alabama Public Schools written by Lucy Jefferson Spencer and published by . This book was released on 1947 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Preschool Experience on the Reading Achievement of Low Socio economic Third Grade Students written by Helen L. Smith and published by . This book was released on 1983 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Study of the Effects of Ability Grouping in Reading on the Attitudes of Third Grade Pupils at Greenmoor Elementary School written by Cloteal Tuiel and published by . This book was released on 1969 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Reading Abilities of Thirty six Third Grade Pupils of Jonestown Elementary School Jonestown Mississippi written by Mary Helen Delk and published by . This book was released on 1964 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Gene X Socioeconomic Status Interactions for Reading Achievement written by Brooke Soden-Hensler and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Reading is a critical skill that is influenced by socioeconomic factors. It is well-established that reading is influenced by genetic and environmental factors, and recent studies have suggested that genetic effects on reading may be moderated by socioeconomic factors. However, findings of such gene-environment interactions are inconsistent for reading and cognitive ability, and no known study has investigated moderating effects across the full range of reading ability in elementary-aged readers when foundational reading skills are established. The current study filled this gap in the literature by testing for moderating effects of six socioeconomic status (SES) variables on genetic and environmental influences on reading in a diverse sample of 1,709 twin pairs in third-fifth grades. Structural equation moderation models that allowed for a moderating effect of SES on the mean of reading as well as genetic and environmental variance components were fit separately for six SES variables. No significant genetic moderation was found, however, there was a pattern of moderation on shared environmental variance for four of the six SES variables. Overall, there was a trend of slightly more variance in reading in children of lower SES families and this increased variance was due to more variability in their shared environmental experiences.
Download or read book A Study of the Reading Abilities and Achievement of Third Grade Pupils of Five Negro Elementary Schools in Butler County Alabama 1953 1954 written by Willie Mae Willis and published by . This book was released on 1955 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book When the School faucet Turns Off the Sociocultural sprinklers Turn on written by Shannon Kay Cannon and published by . This book was released on 2010 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a mixed methods research design that included an examination of the impact of summer, case study analyses, and survey findings, English learners appear to have an advantage over their non-English learner peers in resisting summer loss and developing social competence. This study examined the effect of summer vacation on the oral reading fluency (orf) of 476 first and second grade students, with particular focus on English learners (el). Overall, children in the sample experienced a 10% loss, with lower socioeconomic (ses) students experiencing greater loss than their higher ses peers. Although first grade English learners experienced 3% greater loss than their English-speaking peers, second grade English learners performed substantially better upon returning to school as compared to the 7% greater loss among non-English learners. Case study analyses were conducted among English learner students from low socioeconomic backgrounds who experienced gains during summer. The interview technique developed for the current study was derived from the Language Experience Approach. Qualitative data on the case study children offer perspectives on their funds of knowledge and how skills and competencies--particularly prosocial skills--acquired outside of school fostered their achievements in school. Case study English learners who resisted the potentially negative effects of summer proved to be creative problem solvers, goal-oriented, and empathetic toward others. In further examination of the case study findings, a survey was administered, to the teachers of the children in the original sample to examine the relationship between social competence and summer loss. Children who rated higher on levels of prosocial skills and self-regulation in the classroom also performed better in terms of orf and standardized reading test scores. Social competence is associated with higher oral reading fluency during in-school time (spring) for second graders and with out-of-school time (summer) for third graders. Bilingual students demonstrated an advantage in terms of social competence as measured by the survey--EL students were rated higher by their teachers than non-EL students. Among third graders, the social competence variable replaced the formerly important language status variable, inferring a stronger influence of social competence. Implications for policy makers and practitioners including adjusting testing cycles, increasing access to books during summer, and promoting social emotional learning are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
