Download or read book The Effects of an Accelerated Kindergarten Reading Program on Later Reading Achievement written by Marla Willis and published by . This book was released on 2000 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Long term Effects of the Writing to Read Program on Reading Achievement and Literacy Development of Kindergarten Participation written by Sandra Blenkinsop Darychuk and published by . This book was released on 1990 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Attending a Preschool Program on Later Reading Achievement written by Jacqueline E. Brondstater and published by . This book was released on 1994 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies the effect of preschool on the reading skills of 71 second graders.
Download or read book The Effectiveness of Teaching Reading in Kindergarten written by Paul McKee and published by . This book was released on 1966 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Pre school Program on Reading Achievement written by Dominic J. Giordano and published by . This book was released on 1969 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Language for Learning Program on Kindergarten Reading Achievement written by Anna Duarte-Castro and published by . This book was released on 2019 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on the Language for Learning program and the effects it has on reading achievement in kindergarten students. The Language for Learning Program was used as an intervention daily with two kindergarten classes and marginally with two other kindergarten classes. The data from the DIBELS assessment were used to compare the two groups. The data were analyzed by using an ANCOVA analysis. The data analysis showed a significant difference between the groups that received the Language for Learning program regularly and the group that did not receive regular instruction in the Language for Learning program. The students who did not receive the program on a regular basis had significantly higher reading achievement scores.
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Headsprout Early Reading Program on the Literacy Skills and On task Behavior of At risk Urban Kindergarten Students written by Shannon Shaylene Hammond and published by . This book was released on 2012 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Young children who experience difficulty learning to read are at an increased risk for reading failure and behavior problems. Emerging evidence suggests that improving the literacy skills of young struggling readers also improves levels of on-task behavior. This study examined the effects of Headsprout Early Reading, a phonics-based online reading program, on the reading achievement and levels of on-task behavior of urban kindergarteners with concomitant reading and social behavior deficits. The study included six participants who received the intervention and one participant who did not, but whose performance data were used as a comparison tool to represent ideal achievement (reading and on-task behavior) for a kindergartener in the school in which the study occurred. A multiple probe across behaviors (i.e., Headsprout instructional targets) and participants was utilized. Data were collected on program-specific reading performance, generalized reading performance (e.g., AIMSweb Tests of Early Literacy), and levels of on-task behavior during classroom reading instruction. In general, the results of the study demonstrate that the Headsprout Early Reading program was effective at increasing the reading skills of at-risk kindergarten students, especially those students who experienced more of the program. Additionally, improved reading skills appear to be positively correlated with improved on-task behavior.
Download or read book A Study of the Effects of the Accelerated Reader Program on Students Negative Attitudes Towards Reading and Reading Achievement written by SanJuanita Villanueva and published by . This book was released on 1999 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Key Steps to Reading Success written by Shelley A. Houser and published by . This book was released on 2017 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Substantial research has revealed several early literacy skills are predictive of later reading achievement. The current quasi-experimental study considered a ten-week family/school literacy partnership program designed to assist families in helping their children with early literacy skills at home. The researcher was interested in determining if participation status in this literacy program made a significant contribution to learning of early literacy skills as revealed in outcomes on winter reading Rasch Unit (RIT) scores on the Measures of Academic Progress for Primary Grades (MPG) for kindergarten students who were placed on a Reading Improvement and Monitoring Plan (RIMP). One hundred and seventy-seven families were invited to participate in the partnership program. Of those, 112 participated. The remainder, 65, made up the control group. Data were analyzed using multiple linear regressions. Findings from the data indicated that scores of kindergarten students whose families participated in the program were .7 of a point higher for each week of participation in comparison to scores of those students whose families did not participate. Gender was not found to be a significant factor on overall reading RIT scores for students in the control group, but girls had significantly higher outcomes over boys in the experimental group. Minority status was not found to be a significant factor on outcomes for kindergarten students in the experimental group, but minority students scored significantly lower according to outcomes for the control group.
Download or read book The Effects of a Music and Movement centered Early Intervention Reading Program on Kindergarten Phonemic Awareness Kindergarten Reading Achievement First Grade Reading Achievement and First Grade Attitudes Towards Reading written by Christie Selway and published by . This book was released on 2003 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Early Entrance to Kindergarten on Reading Achievement written by Jonathan Malcolm Sanford and published by . This book was released on 1988 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of the Accelerated Reader Program and Sustained Silent Reading on Reading Attitudes and Reading Achievement of Eighth grade Students written by Sara Parker Sims and published by . This book was released on 2002 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Accelerated Reader on Students Perceptions and Attitudes Towards Reading written by Valerie Jean Via Sanchez and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of creating lifelong readers has been always been a value to all teachers because it is critical factor that contributes to a student’s academic success. Accelerated Reader has been implemented among schools across the nation to engage students into reading and used as a tool to measure student learning in reading achievement. Research on Accelerated Reader reveals that the reading program has contradictory findings of having a positive and negative effect on students. A qualitative research design was used to investigate whether and how Accelerated Reader effects students’ perceptions as reader and attitudes towards reading. A total of 25 second graders provided qualitative data with responses to a survey and interview. Classroom observations were also made over the six-week period of the study. Analyses of student behaviors, responses, and comments led to identification of important themes related to the students’ experiences with Accelerated Reader. The results showed that Accelerated Reader did affect students both positively and negatively.
Download or read book The Effects of Transitional Kindergarten on the Reading Fluency Achievement of First Graders written by Crystal Inez Villanueva and published by . This book was released on 2017 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: As academic expectations of students become more rigorous, school readiness has become crucial in the achievement of young students entering formal education. The Kindergarten Readiness Act of 2010 changed the date for admission to kindergarten in California, and a new grade level was created. Transitional kindergarten (TK) would be Year 1 of a 2-year Kindergarten experience for children whose birthdays fell on or between September 2 and December 2. Transitional kindergarten would focus on competency in social and emotional skills and emphasize the importance of a developmentally appropriate curriculum. Also, pre-literacy skills and mathematics would be introduced in TK. As TK approaches its sixth year of implementation, a limited amount of research is available on the effectiveness of an additional year of schooling for young students who meet birth date qualifications for TK. The purpose of this study is to determine the effects of TK on the reading fluency of first graders. Reading fluency scores from 2nd trimester assessments were collected to determine if there is a difference in reading rate between first graders who attended TK and first graders who did not attend TK. An independent t-test was used to determine if a significant difference exists in reading fluency between first graders that attended TK and those that did not participate in TK. Through statistical analysis, the author found that there was a significant difference in reading fluency between first grade students who attended TK and first grade students who did not attend TK. Students who attended TK outperformed students who did not attend TK.
Download or read book The Effects of a Perceptual Motor Program in Kindergarten on Subsequent Reading Achievement written by Betty L. Johnson and published by . This book was released on 1979 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
