Author: Myrtice Jean Lamarr
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 84
Book Description
A Study of the Effect of a Method of Teaching Upon Reducing the Difference Between Reading Potential and Reading Performance of Sixth Grade Students of Lincoln Heights Elementary School
Author: Myrtice Jean Lamarr
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 84
Book Description
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 84
Book Description
Focus on the Wonder Years
Author: Jaana Juvonen
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181
Book Description
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181
Book Description
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
A Study of the Effects of Selected Methods of Reading Instruction on Sixth-grade Students
Author: Nancy McQueary
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 108
Book Description
Both the 1972-73 groups of sixth-grade students were taught by sixteen content area teachers. The conditions of grade level, teaching format, school size, preparation level of the staff, and type of school facility were kept the same for both groups. The reading methodology was the independent variable.
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 108
Book Description
Both the 1972-73 groups of sixth-grade students were taught by sixteen content area teachers. The conditions of grade level, teaching format, school size, preparation level of the staff, and type of school facility were kept the same for both groups. The reading methodology was the independent variable.
A Study of the Effects a Structured Tutorial Program Has on the Reading Levels of Low Achieving Readers in the Sixth Grade
Author: William Alford Halls
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 194
Book Description
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 194
Book Description
A Study of the Effect on Reading Achievement Growth Using Two Methods of Teaching Dictionary Skills for Sixth Grade Students
Author: Sister Ellen Maureen McIntyre
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 45
Book Description
Applying Research in Reading Instruction for Adults
Author: Susan McShane
Publisher:
ISBN:
Category : Elementary education of adults
Languages : en
Pages : 196
Book Description
Publisher:
ISBN:
Category : Elementary education of adults
Languages : en
Pages : 196
Book Description
Precision Teaching and Its Effects on Sixth Grade Students' Reading Achievement
Author: Leatrice Joy Whaley
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 224
Book Description
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 224
Book Description
The Relative Effect of the Direct and Indirect Methods of Teaching Reading and Spelling on Achievement in These Areas in the Sixth Grade at Bibb County Training School, Centreville, Alabama
Author: Ophelia Spencer
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 54
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 54
Book Description
The Effect of Traditional and Individualized Teaching Methods on the Achievement in Reading of Fifth and Sixth Grade Children Attending Madison Cross Roads School
Author: L. Marie Kidd
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 122
Book Description
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 122
Book Description
Explicit Writing Instruction
Author: Jennifer Hamby
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 173
Book Description
The purpose of this quantitative study was to examine the effect of explicit writing instruction on sixth grade students' writing growth and achievement as measured by holistic and analytic assessment. This research responds directly to the need for additional research on effective reading and writing instruction (Langer & Allington, 1992; The College Board, 2003). The preponderance of research in writing has been devoted to early writing. Less evidence is available to examine the effect of writing instruction at the sixth grade level. Writing samples from 124 sixth grade students at two elementary schools were used in this study. The two elementary schools were located within one mile of each other, and had similar student populations. Both schools were located in a low socio-economic area. Student writing was assessed both analytically and holistically. One measure of assessing the students' writing progress was based on a five-minute writing sample. Students' writing samples were collected for analytic scoring at the beginning of the research, then once a month for four months. Factors such as fluency, number of sentences, number of words per sentence, number of clauses, clauses per sentence, errors, errors per sentence, as well as punctuation, capitalization, grammar, and spelling were measured in the analytic assessment. Longer writing samples that were holistically scored using a rubric were collected as pre- and post- assessments. This research provides documentation of how explicit writing instruction affected the writing and reading progress of sixth grade students. Specifically two research questions guided this investigation: (a) What is the impact of explicit writing instruction on sixth grade student's writing growth and achievement as measured by holistic and analytic assessments? (b) What effect does explicit writing instruction have on sixth grade students' reading achievement? The findings confirmed that the students who received explicit writing instruction showed significant improvements in writing. Though both groups made significant gains in reading, the difference between the groups was not significant.
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 173
Book Description
The purpose of this quantitative study was to examine the effect of explicit writing instruction on sixth grade students' writing growth and achievement as measured by holistic and analytic assessment. This research responds directly to the need for additional research on effective reading and writing instruction (Langer & Allington, 1992; The College Board, 2003). The preponderance of research in writing has been devoted to early writing. Less evidence is available to examine the effect of writing instruction at the sixth grade level. Writing samples from 124 sixth grade students at two elementary schools were used in this study. The two elementary schools were located within one mile of each other, and had similar student populations. Both schools were located in a low socio-economic area. Student writing was assessed both analytically and holistically. One measure of assessing the students' writing progress was based on a five-minute writing sample. Students' writing samples were collected for analytic scoring at the beginning of the research, then once a month for four months. Factors such as fluency, number of sentences, number of words per sentence, number of clauses, clauses per sentence, errors, errors per sentence, as well as punctuation, capitalization, grammar, and spelling were measured in the analytic assessment. Longer writing samples that were holistically scored using a rubric were collected as pre- and post- assessments. This research provides documentation of how explicit writing instruction affected the writing and reading progress of sixth grade students. Specifically two research questions guided this investigation: (a) What is the impact of explicit writing instruction on sixth grade student's writing growth and achievement as measured by holistic and analytic assessments? (b) What effect does explicit writing instruction have on sixth grade students' reading achievement? The findings confirmed that the students who received explicit writing instruction showed significant improvements in writing. Though both groups made significant gains in reading, the difference between the groups was not significant.