Author: Mary A. MarionPublisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 310
Book Description
A Study of the Relationship Between Measurements of Kindergarten Reading Readiness and Designation as Remedial Readers in Fourth and Fifth Grades in Whitewater, Wisconsin, Public Schools
Author: Mary A. MarionPublisher:
ISBN:
Category : Reading readiness
Languages : en
Pages : 310
Book Description
Examining the Relationship Between Information Obtained at Kindergarten Registration and Reading Comprehension Six Years Later
Author: Paige SwartzPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 106
Book Description
The purpose of this correlational study was to determine if variables known upon a group of students' enrollment in kindergarten had a significant relationship with their high-stakes reading assessment results obtained six years later, in the students' fifth grade year. Archival data was gathered from a rural northern Georgia school district. After a correlation matrix was constructed to examine the relationships among all variables of interest, bivariate linear regressions were used to determine whether the predictor variables explained any variance in the results of the fifth grade high-stakes reading assessment. Results indicated that one of the four predictor variables (vocabulary) explained a significant amount of variance in fifth grade CRCT Reading scores. In addition, a second variable (socioeconomic status) was significantly correlated with this predictor variable. Implications are discussed in terms of risk assessment, instruction, and assessment of reading comprehension. Recommendations are made for further longitudinal research in the early assessment and remediation of deficits contributing to long-term reading comprehension difficulties.
Wisconsin Model Early Learning Standards 5th Edition
Author: Wisconsin Department of Public InstructionPublisher:
ISBN: 9781573371667
Category :
Languages : en
Pages :
Book Description
A Study of Relationship Between Reading Readiness Test Scores and Reading Achievement Test Scores in the First and Second Year Beyond Kindergarten
Author: Anna Colleen MartinPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 104
Book Description
The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom
Author: Trisha J. MorelPublisher:
ISBN:
Category :
Languages : en
Pages : 41
Book Description
Research has shown that reading intervention for struggling students is imperative at a young age for future success. The goal for all students is to be college and career ready, and wise participants in society. The purpose of this study was to determine the relationship between the Read 180 program and growth in reading comprehension for struggling readers. It was a search to better understand the instructional strategies needed to support reading comprehension. It was also a search to understand how motivation plays a role in affecting student academic success, and the components of the program including technology that has embedded motivational pieces. Lastly, it was a search to better understand how to support teachers in their knowledge to advance student achievement. The study was conducted in a general education intervention classroom servicing students who were scoring Below Basic in their reading skills. The results suggest that there is a strong relationship between the Read 180 program and growth in reading comprehension. The majority of the students made gains in comprehension as measured by the Reading Inventory during the study with a strong positive correlation r = 0.469.
The Relationship Between MClass Reading 3D Assessment and the North Carolina End-of-grade Assessment of Reading Comprehension in an Elementary School
Author: Amy S. BowlesPublisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 286
Book Description
The North Carolina Department of Public Instruction (NCDPI) instituted the Reading Diagnostic Initiative in 2009 in which select elementary schools across the state were piloting the reading diagnostic tool mClass Reading 3D. This study investigated the relationship between results from the North Carolina End-of-Grade (NCEOG) Assessment of Reading Comprehension and the results from the mClass Reading 3D assessment in a North Carolina elementary school's third, fourth, and fifth grades, especially examining the degree to which mClass Reading 3D predicts scores on the reading comprehension measures of the NCEOG. -- The quantitative, correlational study utilized a predictive design to determine if the predictor variables, mClass Reading 3D assessment scores - Oral Reading Fluency (ORF) and Text Reading and Comprehension (TRC) - are accurate predictors of third-, fourth-, and fifth-grade students' scale scores on the NCEOG. This study was conducted in two parts to best address the research questions. Part one consists of descriptive, variance, and inferential statistics (frequency counts, measures of central tendency and variability, and correlations) calculated by grade level and demographic variables. Part one describes the relationship between the predictor variable (mClass Reading 3D) and the outcome measure (NCEOG). -- Part two consists of calculating multiple regression analyses using the assessment scores by grade level. Part two describes the predictability of mClass Reading 3D to student scale scores on the reading comprehension portion of the NCEOG. Results of this study are consistent with previous research, indicating mClass Reading 3D ORF and TRC measures statistically, significantly predict student scale scores on the NCEOG. This is important for educators to be able to accurately base instructional decisions on the data.
Mathematics Assessment and Evaluation
Author: Thomas A. RombergPublisher: SUNY Press
ISBN: 9780791408995
Category : Mathematics
Languages : en
Pages : 380
Book Description
Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.
Excellence Gaps in Education
Author: Jonathan A. PluckerPublisher: Harvard Education Press
ISBN: 1612509940
Category : Education
Languages : en
Pages : 263
Book Description
2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.
Planning Curriculum in International Education
Author: Madeline UraneckPublisher:
ISBN:
Category : Education
Languages : en
Pages : 366
Book Description
Creating Literacy Instruction for All Students
Author: Thomas G. GunningPublisher: Pearson Education
ISBN: 9780132685795
Category : English language
Languages : en
Pages : 0
Book Description
The Eighth Edition of this authoritative, best-selling resource from distinguished author Tom Gunning gives aspiring and practicing teachers the help they need to become highly effective teachers--so that their students become proficient readers and writers well on their way to preparing for college and careers. Drawing on landmark research that focuses on highly effective practices, such as setting goals, monitoring progress, and teaching strategies, Gunning's Teaching Literacy Strategies for All Students is packed with step-by-step guidance for teaching reading and writing, including 30 sample lessons that cover virtually every major literacy skill and strategy, incorporating the key elements of effective assessment and instruction. The book emphasizes how to adapt instruction for struggling readers and writers, English language learners, and special needs students; stresses effective steps teachers can use to implement Response to Intervention; and familiarizes teachers with the reading and writing requirements stemming from the widely-adopted Common Core State Standards.