Download or read book A Causal comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third grade Students in Title I Elementary Schools written by Hamilton Smith and published by . This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) allocates federal government funds to schools serving low-income families. Title I schools receive additional financial support to combat the impact of poverty on students’ elementary and secondary education. This quantitative causal-comparative study examined the effect of reading instruction on third-grade students’ reading achievement score. The study included Title I elementary schools (n=4) within an urban school district in the Southeastern region of the United States. Participants included a convenience sampling of third-grade students (N=340). The researcher collected anonymous archived reading achievement scores from the Renaissance Star 360® reading assessment administered by Independent School District (pseudonym). Pre-test and post-test reading achievement scores were analyzed using an analysis of covariance (ANCOVA). The results of the ANCOVA indicated a statistically significant difference between the reading achievement scores of third-grade students who participated in guided reading instruction and third-grade students who participated in whole-group reading instruction while controlling for pre-test reading achievement scores. The findings rejected the null hypothesis. Implications of the findings were examined alongside recommendations for future research.
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 American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Three year Causal comparative Analysis of Reading and Math Achievement of Selected Title I And Non Title I Students in a Large Suburban Unified School District written by Juanita Ellen Jones and published by . This book was released on 1979 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Causal comparative Study of the Influence of Class Size and Instructional Method on the Reading Achievement of Third Grade Students written by Roger D. Wrisberg and published by . This book was released on 1996 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1970 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Causal Comparative Study on the Effects of Accelerated Reader written by Terry Furr Griffin and published by . This book was released on 2000 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to evaluate the effectiveness of Accelerated Reader (AR), when it is used as a supplemental reading program in grades 3 through 8. A causal comparative design was utilized. Four research questions were investigated: (1) Do students who use AR experience more than 1year of growth in reading achievement? (2) Do students who participate in AR at different grade levels experience a difference in reading achievement growth? (3) Do students who participate in AR at different achievement levels experience different growth in reading achievement? (4) Does the level of program implementation effect reading achievement growth? The instrumentation for the study included both the North Carolina End-of-Grade Reading Test and an 18-item survey. Independent t-tests were calculated to evaluate Research Questions I and 2. In order to examine reading achievement growth between grade levels and achievement levels, the standardized growth estimate (SGE) was calculated for Research Questions 3 and 4. The results indicated that students in lower grade levels, at lower achievement levels, will receive the most benefit from AR. Furthermore, the level of program implementation is only a factor at grade 3, indicating that actual reading practice may be the critical element instead of specific programmatic guidelines. Recommendations for further research include studies designed to more effectively determine causation.
Download or read book Reading first impact study written by and published by . This book was released on 2008 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Effects of a Differentiated Instruction Model on the Reading Achievement of Third Grade Students written by Janice S. Parsons and published by . This book was released on 2003 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal for Research in Mathematics Education written by and published by . This book was released on 1980 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Effects of Personalized Reading Instruction on Reading Achievement in the Third Grade written by Gail A. Gillmore and published by . This book was released on 1968 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 1092 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of a Balanced Reading Basal on Third grade Reading Achievement written by Windy Dorsey and published by . This book was released on 2016 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: A student’s ability to acquire reading skills plays a critical role in ensuring a student’s success in life. Therefore, students reading below grade level can be cause for alarm. Students who attended third grade in a Title I school district demonstrated a lack of proficiency in balanced reading based on formative and summative assessments. As a result, the district adopted a reading basal program in 2013; however, the effectiveness of the program on third-grade students’ achievement had not been examined. This convergent parallel mixed-method study sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders. Significant differences were observed when a paired sample t test measured progress on the Reading 3D composite, Text Reading Comprehension, and North Carolina Beginning of Grade/North Carolina End of Grade from the beginning of the year to the end of year. Responses from a teacher survey and interviews provided descriptive quantitative and qualitative data that revealed teacher perceptions of McGraw-Hill Reading Wonders basal program and the impact on student achievement. Qualitative responses were reviewed and analyzed for common themes. The overall findings suggest that McGraw-Hill Reading Wonders had a positive effect on student reading achievement. The findings of this study can be used to help educators make data-driven decisions about utilization of balanced reading programs in the classroom.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1992 with total page 1416 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 1072 pages. Available in PDF, EPUB and Kindle. Book excerpt:
