Download or read book The Relationship of Intersensory Integration on Meaningful and Nonmeaningful Levels to Reading Achievement of New York City Public School Children in Third Through Fifth Grades written by Paul C. Trieloff and published by . This book was released on 1972 with total page 392 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 1973 with total page 768 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1972 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Correlation of Intersensory Integration with Reading Achievement in School Children written by Robert A. Hess and published by . This book was released on 1975 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Relationships Among Intersensory Transfer Intersensory Perceptual Shifting Modal Preference and Reading Achievement at the Third Grade Level written by John Paul Jones and published by . This book was released on 1970 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Visual motor Skills and Reading Achievement in Students in First Through Third Grade written by Turquessa P. Francis and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A student's ability to read grade level material allows for optimal performance with all other subjects. A large component of a student's ability to be a successful reader involves visual skills. Though there is an understanding of the importance of visual acuity, the ability to see visual stimuli, there is less of an understanding of the importance of visual information processing skills, namely visual-motor integration skills, on a student's reading ability. Visual-motor integration utilizes visual information processing skills to process and interpret visual stimuli for a student to read. This can include the ability to determine the orientation of letters, the spacing of words, maintenance of line orientation when reading, and to understand the relationship between letters and words. In this study, the relationship between visual-motor integration skills and reading achievement was investigated in students from first through third grade in two private elementary schools [School A with 77 students in the sample and School B with 20 students in the sample], located in a metropolitan city. To determine the students' visual-motor integration skills, the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI), 6th edition was administered to determine a student's visual-motor integration skills. Reading achievement was determined using teacher administered annual reading assessments, STAR Reading Assessment, Reading A-Z, and Fountas and Pinnell Benchmark Assessment System. The purpose of this study was to determine: (1) whether there is a relationship between visual-motor integration skills and reading achievement; (2) the relationship between visual-motor integration and reading achievement across each individual grade; and (3) the relationship between gender and visual-motor integration skills. In School A results indicated (1) a statistically significant correlation between visual-motor integration skills and reading ability (r=.54, p
Download or read book The Interrelationships Among Reading Achievement Attitude Toward School and Attitude Toward Reading for Third and Fifth Grade Pupils written by Alma Jean Harrington and published by . This book was released on 1972 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Inter sensory Integration and Related Skills and Their Relationship to Reading Achievement written by Sidney Walter Graber and published by . This book was released on 1967 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Neural Basis for Reading the Relationship of Sensorimotor Integration to Reading Achievement in Third Grade Youngsters written by Danessa Wise Johnson and published by . This book was released on 1973 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Trust in Schools Student Race and Third Grade Reading in New York City Public Schools written by Alexa Sorden and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examines the relationship between teachers' and parents' trust in the school principal in association with third-grade students reading proficiency as determined by the New York State Testing Program. In addition, this study examines the association between combined trust scores and their influence on Black and Latino students' reading proficiency. This study merged preexisting New York City Department of Education (NYCDOE) Learning Environment Survey data and the New York State Testing Program examination data. Six hundred eleven schools comprised the final sample from the 708 public elementary schools that currently make up the NYCDOE traditional public school system (the data did not include charter schools, preschools, K-2 schools, or D75 schools). Regression analyses were used to determine whether teachers' and parents' trust in principals influenced third-grade reading proficiency. This study concentrated on trust in schools to address the achievement gap in reading proficiency across the educational system.
Download or read book A Study of the Relationship Between Kindergarten Nonverbal Ability and Third grade Reading Achievement written by Aaron John Wills and published by . This book was released on 2012 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increased scrutiny of educational proficiency targets has intensified the urgency for educators to identify measurements that indicate students' likelihood of eventual achievement in reading. This regression analysis explored the relationship between nonverbal ability in kindergarten as measured by the Naglieri Nonverbal Ability Test (NNAT) and eventual third-grade achievement in reading and writing as measured by the Missouri Assessment Program (MAP). Naglieri and Ronning (2000) found a range of correlational r values from .49 to .56 when comparing NNAT results to results from the Stanford Achievement Test 9 (SAT-9) in reading when tested concurrently at various grade levels. The present research examined data from two cohorts of students (n = 794, 795) and produced correlational r values of .50 and .44 with a four-year span between assessment administrations. These r values are similar to those found in other research comparing ability with reading achievement in the early childhood years. Furthermore, this study examined the results of multiple regression analysis between seven student demographic subgroup categories and identified the NNAT's ability to predict MAP achievement for each group.
Download or read book The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students Academic Achievement in Florida Public Schools written by Julie A. Cady and published by . This book was released on 2013 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test®2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
Download or read book A Study of the Relationship Between Reading to Preschool Children and Their Reading Achievement Levels in the Third Grade written by Linda L. Allgeier and published by . This book was released on 1979 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Augmenting Grade Three Reading Achievement Through Self concept of Ability Enhancement Using Parents and Teachers as Significant Others written by Hubert Garland Smith and published by 1979.. This book was released on 1979 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Reading Skill and Achievement on The Mathematics Test for New York State Elementary Schools grade Three written by Rosemary Gleason and published by . This book was released on 1986 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
