Science.gov

Sample records for 6th grade reading

  1. Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction

    ERIC Educational Resources Information Center

    Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa

    2014-01-01

    Reading in the content areas of science, social studies, and current events is a difficult task that is even more elusive to Spanish speaking English language learners. There is a huge increase in children transitioning from their L1 (e.g., Spanish) to L2 (e.g., English) in classrooms across the US. These ELs face challenges due to a lack of…

  2. Reading Discoveries: For the Journeys of a Lifetime. An Integrated Handbook for K-6th Grade Teachers.

    ERIC Educational Resources Information Center

    Mullery, Kevin

    This handbook presents teaching strategies and activities for incorporating literature and library skills into the grades K-6 curriculum. Introductory materials include discussions of independence and cooperation in learning, effective instruction in English-language arts, and teacher-librarian cooperation. The approaches used in the materials in…

  3. Elementary Science Guide -- 6th Grade.

    ERIC Educational Resources Information Center

    Wieland, Anne; And Others

    Presented is a resource book to be used with instructional kits for elementary school science students, grade 6. The individual units at this grade level are based on curriculum which has been developed by the National Science Foundation in the 1960s and revised to meet student and teacher identified needs in Anchorage, Alaska. Six units are…

  4. Into the Woods: A 6th-Grade Nature Trail.

    ERIC Educational Resources Information Center

    Wilburn, Douglas

    1983-01-01

    Describes an ecology project in which sixth-grade students built and operated a nature trail on the edge of school property. Classes toured the trail and participated in grade-appropriate follow-up activities (e.g., art lessons and soil analysis activities). (RH)

  5. Annotated Bibliography for 6th Grade Science and Social Studies.

    ERIC Educational Resources Information Center

    Randolph, Margo

    Designed to support curriculum and to facilitate instruction and learning at the sixth grade level, this annotated bibliography contains materials found in the library at the Brawley Middle School in Scotland Neck, North Carolina. To foster cooperative planning between teacher and librarian, the bibliography provides sample activities and lessons…

  6. Performance Outcomes for 6th Grade Spanish Program.

    ERIC Educational Resources Information Center

    Moreno, Edward V.

    This planning model for pupil performance outcomes in Spanish instruction in the sixth grade emphasizes oral activities. A global objective, expansion objectives, description of pupil behaviors, and evaluation of pupil performance are illustrated in charts through the branching of interrelated elements. The following objectives are developed in…

  7. Environmental Studies Center Teacher Books. 6th Grade - River Investigation.

    ERIC Educational Resources Information Center

    Martin County Schools, Jensen Beach, FL. Environmental Studies Center.

    This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade six prior to and after a visit to an environmental studies center located near an estuarine area. The…

  8. Career Motivation Activities Guide, 4th through 6th Grade.

    ERIC Educational Resources Information Center

    Toledo Public Schools, OH.

    The activities guide is intended primarily to assist teachers in grades 4-7 in teaching career awareness concepts. Instructional activities correlate basic skill and career education objectives. The 29 units cover topics related to social studies (self-awareness, the community, the school, transportation, the environment, family roles, economic…

  9. Latino 6th Grade Student Perceptions of School Sorting Practices.

    ERIC Educational Resources Information Center

    Wright-Castro, Rosina; Ramirez, Rosita; Duran, Richard

    This study investigated the instructional grouping practices utilized by teachers in two sixth grade classrooms in a southern California elementary school, noting how Hispanic American students in the classrooms perceived those grouping practices and how perceptions of grouping practices compared across Latino students in different ability groups.…

  10. Curriculum Manual: 6th, 7th, 8th Grades.

    ERIC Educational Resources Information Center

    Snell, Ednell M.; Snapp, Betty Lou

    This home economics curriculum for the middle school (grades 6-8) is designed to assist students in developing self-concept, making decisions, and developing basic skills. Written by a group of home economics teachers, this curriculum contains nine learning packages on the following topics: (1) consumer management; (2) decision management; (3)…

  11. An Analysis of Writing Dispositions of 6th Grade Students in Terms of Different Variables

    ERIC Educational Resources Information Center

    Tabak, Gurkan; Topuzkanamis, Ersoy

    2014-01-01

    This research was conducted with an aim to analyze the writing dispositions of the 6th grade students in terms of different variables. The research was carried out based on the descriptive survey model. The participants of the research are composed of a total of 672 students as 342 male students and 330 female students from Ankara, Balikesir,…

  12. Curriculum Reform Movements and Science Textbooks: A Retrospective Examination of 6th Grade Science Textbooks

    ERIC Educational Resources Information Center

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.

    2015-01-01

    Over 50 years, two major reform efforts in science education took place. The purpose of the present study is to explore how the educational reforms were reflected in nine 6th grade science textbooks published in 1975, in 1985 and in 1997 in terms of (a) the materials used, (b) the contexts to which the electricity concept was related, (c) the type…

  13. Oral Persuasion: A Saleable Work Skill. Occupation Simulation Packet. Grades 5th-6th.

    ERIC Educational Resources Information Center

    Lee, Dennis W.

    This teacher's guide contains simulated work experiences for 5th and 6th grade students using the isolated skill concept - oral persuasion. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Two pre-skill activities are suggested, such as…

  14. Improving 6th Grade Climate Literacy using New Media (CLINM) and Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Smith, G.; Schmidt, C.; Metzger, E. P.; Cordero, E. C.

    2012-12-01

    The NASA-funded project, Improving 6th Grade Climate Literacy using New Media (CLINM), is designed to improve the climate literacy of California's 450,000 6th-grade students through teacher professional development that presents climate change as an engaging context for teaching earth science standards. The project fosters experience-based interaction among learners and encourages expressive creativity and idea-exchange via the web and social media. The heart of the CLINM project is the development of an online educator-friendly experience that provides content expert-reviewed, teacher-tested, standards-based educational resources, classroom activities and lessons that make meaningful connections to NASA data and images as well as new media tools (videos, web, and phone applications) based on the Green Ninja, a climate-action superhero who fights global warming by inspiring personal action (www.greenninja.info). In this session, we will discuss this approach to professional development and share a collection of teacher-tested CLINM resources. CLINM resources are grounded in earth system science; classroom activities and lessons engage students in exploration of connections between natural systems and human systems with a particular focus on how climate change relates to everyone's need for food, water, and energy. CLINM uses a team-based approach to resource development, and partners faculty in San José State University's (SJSU) colleges of Science, Education, and Humanities and the Arts with 6th-grade teachers from local school districts, a scientist from NASA Ames Research Center and climate change education projects at Stanford University, the University of Nebraska at Lincoln, and the University of Idaho. Climate scientists and other content experts identify relevant concepts and work with science educators to develop and/or refine classroom activities to elucidate those concepts; activities are piloted in pre-service science methods courses at SJSU and in

  15. Story Telling: Research and Action to Improve 6th Grade Students' Views about Certain Aspects of Nature of Science

    ERIC Educational Resources Information Center

    Kahraman, Feray; Karatas, Faik Özgür

    2015-01-01

    This study is a four-week section of ongoing attempts that aim to improve 6th grade students' understandings of the nature of science. The study was carried out in a sixth grade science and technology class at a rural middle school with 15 students on the basis of action research methodology. During the study, four different stories based on the…

  16. Latina girls' identities-in-practice in 6th grade science

    NASA Astrophysics Data System (ADS)

    Tan, Edna

    Inequalities and achievement gaps in science education among students from different racial and socioeconomic backgrounds as well as between genders in the United States are due to not just access to resources, but also to the incongruence between identities of school science with identities salient to minority students. Minority girls are especially portrayed to be estranged from prototypical school science Discourse, often characterized as white, middle class, and masculine. This dissertation, based on a two-year ethnographic study in an urban middle school in New York City, describes the authoring of novel identities-in-practice of minority girls in a 6th grade science classroom. The findings indicate that minority girls draw from out-of-school identities salient to them to author novel identities-in-practice in the various figured worlds of the 6th grade science classroom. Through taking such authorial stances, minority girls exhibit agency in negotiating for wider boundaries in their school science participation and broker for hybrid spaces of school science where the school science Discourse was destabilized and challenged to be more inclusive of everyday funds of knowledge and Discourses important to the students. The findings also highlight the dialectic relationship between an individual students' learning and participation and the school science community-of-practice and the implications such a relationship has on the learning of both individual students and the collective community-of-practice. From year one findings, curricular adaptations were enacted, with teacher and student input, on lessons centering on food and nutrition. The adapted curriculum specifically solicited for nontraditional funds of knowledge and Discourse from students and were grounded strongly in relevance to students' out of school lives. The hybrid spaces collectively brokered for by the community-of-practice were transformed in three ways: physically, politically, and

  17. Primary School English Teachers' Perceptions of the English Language Curriculum of 6th, 7th and 8th Grades

    ERIC Educational Resources Information Center

    Ersen Yanik, Asli

    2008-01-01

    This study aims to investigate how the teachers who have different background characteristics perceive the goals and content of the English language curriculum implemented at the 6th, 7th and 8th grades of public primary schools. The study was conducted during the 2004-2005 school year with 368 English teachers selected from the seven regions of…

  18. Assessment of 6th Grade Elementary School Students, Their Parents' and Branch Teachers' Perspective on Physical Education Classes

    ERIC Educational Resources Information Center

    Boyraz, Sirin; Ozbar, Nurper; Yetgin, Meral Kucuk; Koksalan, Burke

    2015-01-01

    A total of 437 volunteers including 54 teachers, 218 6th grade students and 102 parents from Beykoz Elementary Schools participated in this study to understand the perspectives of students, families and teachers on Physical Education classes. The perspectives of students, families and teachers of other branches are identified by survey method.…

  19. Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

    ERIC Educational Resources Information Center

    Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan

    2009-01-01

    Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

  20. Effectiveness of Interactive Multimedia Environment on Language Acquisition Skills of 6th Grade Students in the United Arab Emirates

    ERIC Educational Resources Information Center

    Almekhlafi, Abdurrahman Ghaleb

    2006-01-01

    This study investigated the effect of interactive multimedia (IMM) program on students' acquisition of some English as a second language (ESL) skills. An interactive multimedia CD-ROM was used with ninety 6th grade ESL students in Al-Ain Model School 2, United Arab Emirates. Students were selected and divided into experimental and control groups…

  1. From Cooks to Carpenters: Measuring - A Saleable Work Skill. Occupation Simulation Packet. Grades 5th-6th.

    ERIC Educational Resources Information Center

    Kennedy, Helena

    This teacher's guide contains simulated work experiences for 5th and 6th grade students using the isolated skill concept - measuring. Teacher instructions include objectives, evaluation, and sequence of activities. The guide contains pre-tests and post-tests with instructions and answer keys. Three pre-skill activities are suggested, such as…

  2. The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

    ERIC Educational Resources Information Center

    Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

    2012-01-01

    This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

  3. Third Grade Reading Policies

    ERIC Educational Resources Information Center

    Rose, Stephanie

    2012-01-01

    In 2012, 14 states passed legislation geared toward improving 3rd-grade literacy through identification, intervention, and/or retention initiatives. Today, a total of 32 states and the District of Columbia have policies in statute aimed at improving 3rd-grade reading proficiency. The majority of these states require early assessment and…

  4. Storm Peak Laboratory 5th-6th Grade Climate and Weather Program

    NASA Astrophysics Data System (ADS)

    McCubbin, I. B.; Hallar, A. G.

    2008-12-01

    science. At the end of the day each student has a data sheet with measurements recorded from 5 locations of different elevations to take back to the classroom. Following the field trip, SPL scientists and educators visit the school for a follow-up to help children grasp concepts, represent their data set collected in graphical formats, answer questions, and evaluate students" learning. Currently, approximately 250 students annually participate in the SPL 5th and 6th grade climate education program.

  5. The Efficiency of Cluster Method in Improving the Creative Writing Skill of 6th Grade Students of Primary School

    ERIC Educational Resources Information Center

    Sahbaz, Namik Kemal; Duran, Gozde

    2011-01-01

    The aim of this research is to search the effect of the cluster method on the creative writing skill of 6th grade students. In this paper, the students of 6-A, studying at Ulas Primary School in 2010-2011 academic year, were divided into two groups as experiment and control. Taking into consideration the various variants, pre-test and last-test…

  6. Reading: Students' Attitudes and Interests in Fourth, Fifth, and Sixth Grades in Official Portuguese Schools in the USA (A Leitura: Atitudes e Preferencias dos Educandos do 4th, 5th, e 6th Anos de Escolaridade nas Escolas Oficiais Portuguesas nos Estados Unidos da America).

    ERIC Educational Resources Information Center

    Castanho, Maria da Graca Borges

    A study investigated attitudes and preferences concerning reading among fourth-, fifth-, and sixth-grade students in Portuguese-language schools in the United States. Extrinsic factors influencing students (parents, teachers) were also analyzed. The research took place in 10 schools in 5 states. Data were obtained using questionnaires (students)…

  7. The Changes in Students' Self-Concepts as Readers and Values Placed on Reading from Sixth Grade to Eleventh Grade

    ERIC Educational Resources Information Center

    Swinehart, Alexis Fitzgerald

    2011-01-01

    This study extended the research of Aiken (2006), which originally examined the reading motivation, attitudes, and habits for a cohort of 6th grade readers from an affluent suburban community. The purpose of this research was to investigate if the students' self-concepts as readers and values of reading have changed from their 6th grade year…

  8. Substance use and youth violence. A study among 6th to 10th grade Israeli school children.

    PubMed

    Molcho, Michal; Harel, Yossi; Dina, Lache O

    2004-01-01

    This study examined the co-morbidity of substance use and violence among a representative sample of 8,394 6th-10th grade Israeli students. A representative national self report sample of 8,394 students in 6th through 10th grade. Measures included smoking, alcohol consumption, and illicit drug use, predicting involvement in bullying, injury during a fight and weapon-carrying in the past 30 days. We found across all grades, genders and ethnicities, daily smoking, use of hard drugs, history of drunkenness and binge drinking were the best predictors of violent behavior. Involvement in such behaviors put girls in higher risk for violent behaviors compared with boys. We concluded that use of substances immensely increased the odds of involvement in violent behavior, and this association was extremely strong for Arab girls. The study suggested that although girls were less frequently involved in substance use, the girls who did were at much higher risk for involvement in youth violence. PMID:15551841

  9. Do Animals Have Rights? Teacher's Packet (for 4th, 5th, & 6th Grades).

    ERIC Educational Resources Information Center

    Sammut-Tovar, Dorothy; Sturla, Kim

    Activities in this unit are designed to sensitize students in grades 4-6 to the needs of animals and to the injustices many species suffer. The lessons focus on inhumane acts such as the use of steel-jaw traps, dogfighting, hunting, keeping exotic pets in captivity, using animals in entertainment, habitat destruction, factory farming, and animal…

  10. Environmental Attitudes, Knowledge, and Behaviors of Missouri 6th- and 12th-Grade Students.

    ERIC Educational Resources Information Center

    Greene, Janice Schnake; Roddiger, Brian; Drysdale, Li'anne; Gray, Ginger; Merrigan, Colleen; Witter, Dan

    2000-01-01

    The Missouri Department of Conservation (MDC) produces various environmental materials for preschool, elementary, and secondary students and sponsors outdoor education programs. An MDC-sponsored survey of students in grades 6 and 12 found moderate levels of environmental knowledge, with weaknesses in the areas of biodiversity, wetlands, and…

  11. The Effect of the Van Hiele Model Based Instruction on the Creative Thinking Levels of 6th Grade Primary School Students

    ERIC Educational Resources Information Center

    Erdogan, Tolga; Akkaya, Recai; Celebi Akkaya, Sibel

    2009-01-01

    The aim of this study is to determine the effect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre test-post test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed…

  12. Reading Abilities and College Grades

    ERIC Educational Resources Information Center

    Pedrini, D. T.; Pedrini, Bonnie C.

    1975-01-01

    The importance of reading in a course (content, evaluation, etc.) needs to be considered. This research involved 120 college students and compared the Revised Nelson-Denny reading scores (vocabulary, comprehension, rate) and a course grade. Questionnaire responses were also received. Vocabulary predicted about 35 percent of the grade variance.…

  13. Associations Between Home Environment and After-School Physical Activity and Sedentary Time Among 6th Grade Children.

    PubMed

    Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

    2015-05-01

    This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 6th-grade children (Mage = 11.49 ± 0.5 years). Children's after-school total physical activity, moderate-to-vigorous physical activity, and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children's after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school total physical activity and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school total physical activity and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys' after-school physical activity and sedentary time, whereas the home social environment was associated with girls' after-school physical activity and sedentary time. PMID:25386734

  14. Comparing Traditional and Computer Assisted Education in the Teaching of Colour to 6th Grade Students and Determination of Its Retention

    ERIC Educational Resources Information Center

    Akengin, Gultekin

    2011-01-01

    In this study, informing 6th grade students on the subject of colour was taught using traditional and computer assisted education methods. Colour information was taught by the researcher for 5 weeks in order to specify the influence of both methods on students. The test, which was prepared at the beginning of the study and at the end of five-week…

  15. Modeling First Grade Reading Development

    ERIC Educational Resources Information Center

    Mesmer, Heidi Anne E.; Williams, Thomas O.

    2014-01-01

    This study tested a hypothesized model examining reading proficiency across first grade. It addressed how alphabetics at the beginning of the year were mediated by applied and automated skills at the middle of the year to explain actualized reading at the end of the year. The alphabetic skills of 102 first graders were measured in October and the…

  16. Reading in the Primary Grades.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    This paper urges primary grade teachers to be certain that pupils are off to a good start in reading. A fundamental goal of beginning reading instruction should be to move each child toward the understanding that readers reconstruct texts by using multiple strategies to interpret the language encoded in print and, at the same time, to make it…

  17. Integration of physical activity and technology motion devices within a combined 5th and 6th grade science curriculum

    NASA Astrophysics Data System (ADS)

    Finn, Kevin Eugene

    Background: National recommendations to increase school-based physical activity and promote academic success advise incorporating movement into traditional classroom lessons. Classroom-based physical activities have favorable associations with indicators of cognitive functioning, academic behaviors, and academic achievement. Purpose: This study analyzed the Active Science framework, which incorporated school-based physical activity within interactive science classroom lessons. Specifically, the study measured the effects of the Active Science framework on student physical activity levels in the classroom, student learning of science inquiry skills and content knowledge, and student perceptions of physical activity and science. A secondary purpose was to evaluate the teachers' perceptions on the implementation of the framework. Subjects: Participants were 37 Hispanic girls (age=11.1 +/-0.8 yr) in mixed 5th/6th grade science classes in a private, urban middle school. Methods: Physical activity levels of the students during the Active Science framework were measured using pedometers and heart rate monitors. Pre- and post-tests were used to assess the levels of learning achieved by the students in science inquiry skills and content during the Active Science framework. Student perceptions and attitudes toward science and physical activity were measured during student focus groups and pre-post perception surveys. Lesson plan evaluations completed by the teachers and structured interviews provided data on implementation of the framework. Results: Physical activity results showed heart rate (146 +/-9 bpm); maximal heart rate (196 +/-10.6 bpm); time (35 +/-2.5 mins); steps (3050 +/-402.7); calories (99 +/-8.4 kcal); and distance (1.1 +/-0.2 miles) while performing the activity portion of the science lessons were consistent with national recommendations for accumulating school-based physical activity. Significant increases in science content and skills test scores with a 22

  18. Analysis of Item Difficulty and Change in Mathematical Achievement from 6th to 8th Grade's Longitudinal Data

    ERIC Educational Resources Information Center

    Kim-O, Mee-Ae Mia

    2011-01-01

    Mathematics is an increasingly important aspect of education because of its central role in technology (Kuenzi, 2008). Mathematical achievement tests are universally applied throughout schooling in the US to assess yearly progress. The middle school years (e.g., Grade 6-Grade 8) are especially crucial to success in mathematics because students…

  19. A Randomized Controlled Trial on the Effects of Yoga on Stress Reactivity in 6th Grade Students

    PubMed Central

    Hagins, Marshall; Haden, Sara C.; Daly, Leslie A.

    2013-01-01

    There is an increasing interest in developing school programs that improve the ability of children to cope with psychosocial stress. Yoga may be an appropriate intervention as it has demonstrated improvements in the ability of children to manage psychosocial stress. Yoga is thought to improve the control of reactivity to stress via the regulation of the autonomic nervous system. The current study examined the effects of yoga compared to a physical education class on physiological response (blood pressure (BP) and heart rate (HR)) to behavioral stressor tasks (mental arithmetic and mirror tracing tasks). Data analysis of BP and HR was performed using a 2 × 2 × 4 repeated measures ANOVA (time × group × stressor time points). 30 (17 male) 6th graders participated in the study. Yoga did not provide significant differences in stress reactivity compared to a physical education class (group × time: systolic (F(1,28) = .538, P = .470); diastolic (F(1,28) = .1.061, P = .312); HR (F(1,28) = .401, P = .532)). The lack of significant differences may be due to the yoga intervention failing to focus on stress management and/or the stressor tasks not adequately capturing attenuation of stressor response. PMID:23431341

  20. Graded Readers: Validating Reading Levels across Publishers

    ERIC Educational Resources Information Center

    Rodrigo, Victoria

    2016-01-01

    Graded readers can be an optimal resource to help language students improve and personalize their learning experience. An extensive reading library with graded readers and well-defined levels of reading difficulty increases language students' chances of having a successful reading experience and become independent readers. However, when it comes…

  1. Breakfast patterns among low-income, ethnically-diverse 4th-6th grade children in an urban area

    PubMed Central

    2014-01-01

    Background Increasing school breakfast participation has been advocated as a method to prevent childhood obesity. However, little is known about children’s breakfast patterns outside of school (e.g., home, corner store). Policies that increase school breakfast participation without an understanding of children’s breakfast habits outside of school may result in children consuming multiple breakfasts and may undermine efforts to prevent obesity. The aim of the current study was to describe morning food and drink consumption patterns among low-income, urban children and their associations with relative weight. Methods A cross-sectional analysis was conducted of data obtained from 651 4th-6th graders (51.7% female, 61.2% African American, 10.7 years) in 2012. Students completed surveys at school that included all foods eaten and their locations that morning. Height and weight were measured by trained research staff. Results On the day surveyed, 12.4% of youth reported not eating breakfast, 49.8% reported eating one breakfast, 25.5% reported eating two breakfasts, and 12.3% reported eating three or more breakfasts. The number of breakfasts consumed and BMI percentile showed a significant curvilinear relationship, with higher mean BMI percentiles observed among children who did not consume any breakfast and those who consumed ≥ 3 breakfasts. Sixth graders were significantly less likely to have consumed breakfast compared to younger children. A greater proportion of obese youth had no breakfast (18.0%) compared to healthy weight (10.1%) and overweight youth (10.7%, p = .01). Conclusions When promoting school breakfast, policies will need to be mindful of both over- and under-consumption to effectively address childhood obesity and food insecurity. Clinical trial registration NCT01924130 from http://clinicaltrials.gov/. PMID:24928474

  2. Comparison of Values in 5th, 6th, 7th and 8th Grade Primary Education Music Class Students'? Workbooks According to Rokeach?s and Akbas's Value Classifications

    ERIC Educational Resources Information Center

    Çakirer, H. Serdar

    2014-01-01

    The aim of the present study is to compare the values in the songs of 5th, 6th, 7th and 8th grade primary education music classes students? workbooks according to the value categorizations proposed by Rockeach and Akbas and which values among the categories mentioned are taught to the students in the 5th, 6th, 7th and 8th grade primary education…

  3. The Effect of a Computer Based Story on 6th Grade Students' Mathematics Word Problem Solving Achievement

    ERIC Educational Resources Information Center

    Gunbas, Nilgun

    2012-01-01

    The purpose of this study was to investigate the effect of a computer-based story on sixth grade students' mathematics word problem solving achievement. Problems were embedded in a story presented on a computer, and then compared to a paper-based story and to a condition that presented the problems as typical, isolated words problems. One hundred…

  4. A quantitative examination of school configurations in Tennessee using sixth grade math, reading, science, and social studies standardized test scores

    NASA Astrophysics Data System (ADS)

    Ramsey, Whitney J.

    The purpose of this study was to determine if there were differences in standardized test scores, expressed as percentage passing, in math, reading-language arts, science, and social studies by comparing 6th grade students in K--8 schools with those in 6--8 schools. The data were gathered from an analysis of 6th grade students' scores on the 2006--2007 TCAP standardized assessment test in the state of Tennessee. The relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient, proficient, or advanced level in each subject area was examined. The analysis was based on 5 research questions. A t-test for independent samples was used to identify the relationships between the independent variables, configuration of the school (K--8 or 6--8), and the dependent variables, the percent of students scoring below proficient, proficient, or advanced. A chi square analysis was used to identify the relationship between the proportion of K--8 schools meeting AYP versus the proportion of 6--8 schools meeting AYP. The study showed no relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level in math, reading-language arts, and social studies. Similarly, there was not a significant difference between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the proficient level in math and reading-language arts and the advanced level in math, reading-language arts, and science. However, there was a significant relationship between grade configuration (6--8 or K--8) and percent of 6th grade students scoring at the below proficient level and the proficient level in science and the percent of 6th grade students scoring at the proficient level and advanced level in social studies. In science, a lower percentage of 6th grade students in K--8 schools scored below proficient than did 6th grade students in 6--8 schools. In science, a higher

  5. STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

    NASA Astrophysics Data System (ADS)

    Heaverlo, Carol Ann

    Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

  6. Climate Change and the Water Cycle: A New Southwest Regional Climate Hub Curriculum Unit for 6th-12th Grade Students

    NASA Astrophysics Data System (ADS)

    Elias, E.; Steele, C. M.; Bestelmeyer, S.; Haan-Amato, S.; Deswood, H.; Rango, A.; Havstad, K.

    2015-12-01

    As climate change intensifies, increased temperatures and altered precipitation will make water, a limited resource in the arid southwestern United States, even scarcer in many locations. The USDA Southwest Regional Climate Hub (SWRCH) developed Climate Change and the Water Cycle, an engaging and scientifically rigorous education unit for 6th -12th grade students. The unit is aligned with Common Core State Standards and Next Generation Science Standards. Nine activities can be conducted over 10 instruction hours. Each activity can also stand alone. In partnership with SWRCH, the Asombro Institute for Science Education developed the unit. Each activity was reviewed by an educator for educational practices and by a scientist for scientific accuracy. The unit was pilot tested with 524 students in 2014, and pre- and post-tests were administered. Ninety-one percent of students were able to name a greenhouse gas on the post-test, compared to only 48% on the pre-test. On the post-test, 86% of students identified the relationship between average global temperature and carbon dioxide levels in the atmosphere, compared to only 52% on the pre-test. A student commented: "I loved all of the activities! They are fun and help us understand about what goes on in the world." Educators who participated in pilot testing said: "the entire curriculum is great, but I was particularly impressed with the progression of ideas and the variety of lessons," and "students could see the relevance and importance of these real life issues." Anyone interested in using the unit to host workshops for teachers in southwestern states should contact Asombro for more information (information@asombro.org). The Climate Change and the Water Cycle 6th-12th grade curriculum unit is available online: www.swclimatehub.info/education/climate-change-and-water-cycle

  7. Associations between home environment and after-school physical activity and sedentary time among 6th grade children

    PubMed Central

    Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

    2015-01-01

    This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

  8. Survey of Middle Grades Reading Issues

    ERIC Educational Resources Information Center

    Humphrey, Jack W.

    2009-01-01

    There is abundant evidence that schools with strong reading programs have successful students. But building strong reading skills is a complex task, particularly by the time students reach the middle grades. A survey was conducted that involved all Indiana middle grades schools in May 2009. Two types of data analysis were utilized in preparing the…

  9. Granite School District First Grade Reading Study.

    ERIC Educational Resources Information Center

    Castner, Myra H.; And Others

    A comparative study of first-grade reading instructional methods was undertaken with the support of the Granite School District Exemplary Center for Reading Instruction. This study was conducted in 19 schools of the district and involved approximately 1,295 students. Nine hypotheses concerning the various approaches used in reading instruction…

  10. Sixth Grade Reading: A Needs Assessment Report.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Program Planning and Needs Assessment.

    This study reports the findings of a 1971 assessment of the reading achievement of 22,000 sixth grade students in Texas. The study used the Prescriptive Reading Test (PRT) and a Pupil Identification Form (PID). Results from the PRT are reported in terms of the percentage of pupils who achieved each of 48 reading objectives. Nineteen objectives…

  11. Beowulf. Lessons from ORIAS Institute on History through Literature in the 6th Grade/7th Grade Core Classrooms, 1998-2000.

    ERIC Educational Resources Information Center

    Rinetti, Carolyn

    This lesson plan, featuring the epic, "Beowulf," employs the introduction-quotation exchange to monitor student comprehension while reading the epic. A second exercise, also dealing with reading comprehension, requires students to keep an historical evidence journal and fill out an historical evidence chart. The lesson plan features a hero's…

  12. Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2.

    PubMed

    Kim, Young-Suk; Wagner, Richard K; Lopez, Danielle

    2012-09-01

    From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders. Results showed that list reading fluency was uniquely related to reading comprehension in Grade 1, but not in Grade 2, after accounting for text reading fluency (oral or silent) and listening comprehension. In contrast, text reading fluency was uniquely related to reading comprehension in Grade 2, but not in Grade 1, after accounting for list reading fluency and listening comprehension. When oral reading fluency and silent reading fluency were compared, oral reading fluency was uniquely related to reading comprehension after accounting for silent reading fluency in Grade 1, whereas silent reading fluency was uniquely related to reading comprehension after accounting for oral reading fluency in Grade 2. PMID:22726256

  13. Encouraging Recreational Reading in the Elementary Grades.

    ERIC Educational Resources Information Center

    Blaisdell, Pat; De Young, Jennifer; Hutchinson, Sandy; Pedersen, Susan

    This report describes a program encouraging students to choose reading as a recreational activity. The targeted population consisted of first, second, third, and fourth grade students in a growing middle class community, near a large Midwestern city. The problem of students choosing recreational activities other than reading was documented through…

  14. What Can Readers Read after Graded Readers?

    ERIC Educational Resources Information Center

    McQuillan, Jeff

    2016-01-01

    Nation (2014) concluded that most of the vocabulary one needs to read challenging texts in English can be acquired incidentally through voluminous reading. This study examines possible texts that second language (L2) readers can use to move from controlled-vocabulary materials such as graded readers, which go up through approximately the…

  15. Predicting First-Grade Reading Achievement.

    ERIC Educational Resources Information Center

    Busch, Robert F.

    The problem investigated in this study was to determine the best combination of tests or subtests in a research battery which, when administered to beginning first-grade students, would enable the most efficient prediction of reading achievement. A total of 1052 children were randomly selected from first-grade classrooms within the State of…

  16. Improving Reading in the Primary Grades

    ERIC Educational Resources Information Center

    Duke, Nell K.; Block, Meghan K.

    2012-01-01

    Almost fifteen years have passed since the publication of the National Research Council's seminal report "Preventing Reading Difficulties in Young Children," which provided research-based recommendations on what could be done to better position students in pre-kindergarten through third grade for success in grade four and above. This article by…

  17. How Do 4th, 5th, and 6th Grade Students' Categories of Cognitive Reflections in Interviews on Derivational Morphology Compare to Their Upper Level Spelling Inventory Orthographic Knowledge?

    ERIC Educational Resources Information Center

    Smith, Darcie D.

    2012-01-01

    Eighty-seven 4th, 5th and 6th grade students were administered the "Derivational Relatedness Interview" (DRI) (Templeton, Smith, Moloney, Van Pelt, & Ives, 2009). The purpose of this instrument is to explore students' understanding of derivational morphology. During the same week, the subjects were also administered an Upper…

  18. Study of the Effects on Student Knowledge and Perceptions of Activities Related to Submetering the 6th Grade Wing of a Middle School, to Displaying the Carbon Footprint, and to Efforts to Reduce Energy Consumption and Greenhouse Gases

    ERIC Educational Resources Information Center

    Peck, Rick

    2009-01-01

    The purpose of the study was to determine the effects upon student knowledge and perceptions regarding greenhouse gas emissions as a result of an intervention relying upon the submetering the 6th grade wing of a Middle School, displaying the information regarding electrical consumption and carbon footprint, and reducing the electrical consumption…

  19. ITRI Informational Text Reading Inventory: Grade 3 Teacher Guide

    ERIC Educational Resources Information Center

    Center for Innovation in Assessment (NJ1), 2013

    2013-01-01

    The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information…

  20. Student learning of key concepts and skills in inquiry science: A longitudinal study of 4th and 6th grade students

    NASA Astrophysics Data System (ADS)

    Davison, Reeny De Vos

    This study arose out of the need to measure the validity of the hands-on, inquiry-based approach to science learning, as articulated in the National Science Education Standards. It addressed the question of whether the use of hands-on, inquiry-based curriculum promotes improved student understanding of science content and problem-solving and scientific reasoning skills. It measured 4th and 6th grade student learning in five skills (comparing, graphing, investigating, measuring, predicting) and five concepts (objects in the sky, properties, variables, units of measure, life cycle). Data were collected in 1997 and 1999 from two elementary schools in one suburban Pittsburgh school district, where hands-on curriculum units were implemented starting in 1997. A performance-based assessment instrument was devised. Findings were compared by school and by year and showed significant improvement in student learning over the two years. Students improved significantly in the skills of comparing and measuring and in the concepts of objects in the sky, variables, and the life cycle. Additionally, in the repeated measures group, significant improvement was also indicated in the skill of graphing and the concepts of properties and units of measure. No significant differences were found in the skills of investigating and predicting. Student scores in the school with somewhat lower socio-economic status increased more significantly. The study supports the key principles that guided the development of the National Science Education Standards and comprehensive science education programs aligned with them. The results support including the elements of systemic reform, i.e., hands-on curriculum materials, ongoing professional development, centralized materials support, assessment, and community involvement, in all schools.

  1. Closely Reading Informational Texts in the Primary Grades

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy

    2014-01-01

    In this article we discuss the differences between close reading in the primary grades and upper elementary grades. We focus on text selection, initial reading. repeated reading, annotation, text-based discussions, and responding to texts.

  2. Third-Grade Reading Policies. Reading/Literacy: Preschool to Third Grade

    ERIC Educational Resources Information Center

    Workman, Emily

    2014-01-01

    The third-grade year is considered a pivotal point in a child's educational career, as a critical shift in learning takes place--one where basic reading skills are established and can begin to be utilized for more complex learning. State policymakers are well aware of the importance of ensuring that all students are reading at grade level by the…

  3. Improving reading in the primary grades.

    PubMed

    Duke, Nell K; Block, Meghan K

    2012-01-01

    Almost fifteen years have passed since the publication of the National Research Council's seminal report Preventing Reading Difficulties in Young Children, which provided research-based recommendations on what could be done to better position students in prekindergarten through third grade for success in grade four and above. This article by Nell Duke and Meghan Block first examines whether specific key recommendations from the report have been implemented in U.S. classrooms. They find that recommendations regarding increased access to kindergarten and greater attention to and improvement of students' word-reading skills have been widely adopted. Others have not. Vocabulary and comprehension, long neglected in the primary grades, still appear to be neglected. Contrary to the report's recommendations, attention to building conceptual and content knowledge in science and social studies has actually decreased in the past fifteen years. In other words, the easier-to-master skills are being attended to, but the broader domains of accomplishment that constitute preparation for comprehension and learning in the later grades--vocabulary knowledge, comprehension strategy use, and conceptual and content knowledge--are being neglected. Near stagnation in fourth-grade students' comprehension achievement is thus unsurprising. The authors then turn to research and reviews of research on improving primary-grade reading published since 1998, when Preventing Reading Difficulties was issued. They discuss several instructional approaches identified as effective in improving word-reading skill, vocabulary and conceptual knowledge, comprehension strategies, and reading outside of school; they discuss advances in interventions for struggling readers, and in whole-school literacy reform. Duke and Block then identify three key obstacles that have prevented widespread adoption of these best practices in teaching reading. The first obstacle is a short-term orientation toward instruction and

  4. Red River Valley. Selected Readings. Grade Five.

    ERIC Educational Resources Information Center

    Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center.

    Sixteen readings dating from 1854 through 1969, many of which are primary materials excerpted from dated Minnesota newspapers, are intended for fifth grade students. Five themes describe past and present conditions in the Red River Valley: 1) show the importance of fur trade and describe the wooden carts in the train that carried the trade; 2)…

  5. Reading, Grade 5. TEAMS Instructional Strategies Guide.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

  6. Reading, Grade 9. TEAMS Instructional Strategies Guide.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

  7. Reading, Grade 7. TEAMS Instructional Strategies Guide.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

  8. Trends in Substance Use among 6th-to 10th-Grade Students from 1998 to 2010: Findings from a National Probability Study

    ERIC Educational Resources Information Center

    Brooks-Russell, Ashley; Farhat, Tilda; Haynie, Denise; Simons-Morton, Bruce

    2014-01-01

    Of the handful of national studies tracking trends in adolescent substance use in the United States, only the Health Behavior in School-Aged Children (HBSC) study collects data from 6th through 10th graders. The purpose of this study was to examine trends from 1998 to 2010 (four time points) in the prevalence of tobacco, alcohol, and marijuana use…

  9. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  10. ITRI Informational Text Reading Inventory: Grade 5 Teacher Guide

    ERIC Educational Resources Information Center

    Center for Innovation in Assessment (NJ1), 2013

    2013-01-01

    The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing…

  11. Predicting Reading Achievement for the Gifted Upper Grade Student.

    ERIC Educational Resources Information Center

    Osen, Deborah K.

    A study was conducted to determine how well gifted students in grades 4-6 should be reading and whether traditional reading expectancy formulas are useful in predicting reading achievement of gifted students in the upper elementary grades. The total reading scores on the Comprehensive Test of Basic Skills (Form Q2) for 624 fourth and sixth graders…

  12. Technological Alternatives in Learning; Proceedings of the Annual Conference of the Western College Reading Association (6th; Albuquerque, April 12-14, 1973).

    ERIC Educational Resources Information Center

    Kerstiens, Gene, Ed.

    The thirty papers in this Annual Proceedings of the Western College Reading Association (WCRA) were originally delivered at the Sixth Annual Conference in Albuquerque, New Mexico. Topics covered include self-programed control, increasing study-concentration behavior, individualizing a college reading program, human options for human beings,…

  13. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    ERIC Educational Resources Information Center

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

  14. The Growing Classroom: A Garden-Based Science and Nutrition Curriculum for 2nd through 6th Grades. Book 2: Science.

    ERIC Educational Resources Information Center

    Appel, Gary; And Others

    This guide for teaching science is Book Two in Project Life Lab's (Santa Cruz, California) three-part curriculum for a garden-based science and nutrition program for grades 2-6. The curriculum is designed for use as an integrated program, but the books can be used independently. It is suggested that the use of student journals can greatly enhance…

  15. Critical Thinking Handbook: 4th-6th Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, and Science.

    ERIC Educational Resources Information Center

    Paul, Richard; And Others

    This handbook, designed to help teachers of fourth through sixth grades remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the principles…

  16. Effect of Animation Enhanced Conceptual Change Texts on 6th Grade Students' Understanding of the Particulate Nature of Matter and Transformation During Phase Changes

    ERIC Educational Resources Information Center

    Ozmen, Haluk

    2011-01-01

    In this study, the effect of animation enhanced conceptual change texts (CCT-CA) on grade 6 students' understanding of the particulate nature of matter (PNM) and transformation during the phase changes was investigated. A quasi-experimental design and one control group (CG, N = 25) and one experimental group (EG, N = 26) were used. While the…

  17. The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes toward Science

    ERIC Educational Resources Information Center

    Koksal, Ela Ayse; Berberoglu, Giray

    2014-01-01

    The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design…

  18. Preparing Pupils for Resident Outdoor Education: A Guide Based on Two Classes of 6th Grade Pupils. The Protestant School Board of Greater Montreal, January 1975.

    ERIC Educational Resources Information Center

    Mingie, Walter; And Others

    The residential outdoor program involved 60 sixth grade students, divided into 5 groups, distributed as evenly as possible. Each group consisted of leaders, followers, and children with experience in the field and those without experience. Teachers were also divided into 5 groups, usually two or three working together. Each team of teachers chose…

  19. Relations among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Wagner, Richard K.; Foster, Elizabeth

    2011-01-01

    In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency…

  20. A Comparison of Two Reading Programs on the Reading Outcomes of First-Grade Students

    ERIC Educational Resources Information Center

    Tobin, Kevin G.; Calhoon, Mary Beth

    2009-01-01

    The purpose of this study was to compare the effect of two theoretically different reading programs on the reading outcomes of first-grade students (N = 107). Two elementary schools were chosen for participation based on the first-grade reading program currently being implemented in the schools. One school used the "Horizons Fast Track A-B"…

  1. Improving the Reading Performance of Fifth-Grade Students through an Afterschool Reading Program

    ERIC Educational Resources Information Center

    Joseph, Rosnel L.

    2012-01-01

    This applied dissertation was designed to evaluate improving the reading performance of fifth-grade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle…

  2. Social Networks and the Diffusion of Adolescent Problem Behavior: Reliable Estimates of Selection and Influence from 6th through 9th Grade

    PubMed Central

    Osgood, D. Wayne; Feinberg, Mark E.; Ragan, Daniel T.

    2015-01-01

    Seeking to reduce problematic peer influence is a prominent theme of programs to prevent adolescent problem behavior. To support the refinement of this aspect of prevention programming, we examined peer influence and selection processes for three problem behaviors (delinquency, alcohol use, and smoking). We assessed not only the overall strengths of these peer processes, but also their consistency versus variability across settings. We used dynamic stochastic actor-based models to analyze five waves of friendship network data across sixth through ninth grades for a large sample of U.S. adolescents. Our sample included two successive grade cohorts of youth in 26 school districts participating in the PROSPER study, yielding 51 longitudinal social networks based on respondents’ friendship nominations. For all three self-reported antisocial behaviors, we found evidence of both peer influence and selection processes tied to antisocial behavior. There was little reliable variance in these processes across the networks, suggesting that the statistical imprecision of the peer influence and selection estimates in previous studies likely accounts for inconsistencies in results. Adolescent friendship networks play a strong role in shaping problem behavior, but problem behaviors also inform friendship choices. In addition to preferring friends with similar levels of problem behavior, adolescents tend to choose friends who engage in problem behaviors, thus creating broader diffusion. PMID:25943034

  3. Trends in Bullying, Physical Fighting, and Weapon Carrying Among 6th- Through 10th-Grade Students From 1998 to 2010: Findings From a National Study

    PubMed Central

    Brooks-Russell, Ashley; Wang, Jing; Iannotti, Ronald J.

    2014-01-01

    Objectives. We examined trends from 1998 to 2010 in bullying, bullying victimization, physical fighting, and weapon carrying and variations by gender, grade level, and race/ethnicity among US adolescents. Methods. The Health Behavior in School-Aged Children surveys of nationally representative samples of students in grades 6 through 10 were completed in 1998 (n = 15 686), 2002 (n = 14 818), 2006 (n = 9229), and 2010 (n = 10 926). We assessed frequency of bullying behaviors, physical fighting, and weapon carrying as well as weapon type and subtypes of bullying. We conducted logistic regression analyses, accounting for the complex sampling design, to identify trends and variations by demographic factors. Results. Bullying perpetration, bullying victimization, and physical fighting declined from 1998 to 2010. Weapon carrying increased for White students only. Declines in bullying perpetration and victimization were greater for boys than for girls. Declines in bullying perpetration and physical fighting were greater for middle-school students than for high-school students. Conclusions. Declines in most violent behaviors are encouraging; however, lack of decline in weapon carrying merits further attention. PMID:24825213

  4. ITRI Informational Text Reading Inventory: Grade 1 Teacher Manual

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2009

    2009-01-01

    The Grade 1 Informational Text Reading Inventory (ITRI) was developed to help early primary students develop the skills necessary to read and use informational text. This booklet contains all the information teachers need to use the Grade 1 ITRI materials, including assessments, mock textbook pages, mini books designed to look like commercial…

  5. ITRI Informational Text Reading Inventory: Grade 2 Teacher Manual

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2009

    2009-01-01

    The Grade 2 Informational Text Reading Inventory (ITRI) was developed to help early primary students develop the skills necessary to read and use informational text. This booklet contains all the information teachers need to use the Grade 2 ITRI materials, including assessments, mock textbook pages, mini books designed to look like commercial…

  6. Eighth Grade Reading Improvement with CNN Newsroom and "USA Today."

    ERIC Educational Resources Information Center

    Zamorano, Wanda Jean

    A practicum was designed to improve the reading growth and achievement of 60 eighth-grade students who were one or more years behind grade level by utilizing CNN Newsroom and the "USA Today" newspaper as an integral part of the reading program. Pre- and posttests were administered to measure outcomes. The six areas measured were: (1) word meaning;…

  7. What Teachers Read to Pupils in the Middle Grades.

    ERIC Educational Resources Information Center

    Tom, Chow Loy

    To ascertain, classify, and evaluate the quality of prose and poetry read to pupils in grades 4-6 by their teachers and to determine some of the situational factors that affected this reading, a 30-item questionnaire containing objective multiple-choice items (concerning teacher background, library facilities, and read-aloud practices) and…

  8. Reading Grade Levels of Air Force Civilian Personnel.

    ERIC Educational Resources Information Center

    Massey, Randy H.; Mathews, John J.

    A study was conducted to examine the reading levels of United States Air Force civilian employees according to occupational groupings and grade structure. Approximately 1,050 Air Force civilian subjects were tested on the Nelson-Denny Reading Test or the California Reading Test. Subjects were selected from eight Air Force bases representing the…

  9. Oral Reading Rates of Second-Grade Students

    ERIC Educational Resources Information Center

    Wang, Chuang; Algozzine, Bob; Ma, Wen; Porfeli, Erik

    2011-01-01

    The importance of reading fluently is widely recognized in school effectiveness, reform, and improvement efforts of the educational community, yet there are few large-scale, structured assessments of the progression of students' reading rates over time. This study documented 2nd-grade students' oral reading rates on the basis of fall, winter, and…

  10. Implementing Guided Reading Strategies with Kindergarten and First Grade Students

    ERIC Educational Resources Information Center

    Abbott, Lindsey; Dornbush, Abby; Giddings, Anne; Thomas, Jennifer

    2012-01-01

    In the action research project report, the teacher researchers found that many kindergarten and first-grade students did not have the reading readiness skills to be reading at their benchmark target. The purpose of the project was to improve the students overall reading ability. The dates of the project began on September 8 through December 20,…

  11. Reading Interests of Tenth, Eleventh and Twelfth Grade Students.

    ERIC Educational Resources Information Center

    Ross, Beth; Simone, Nancy

    The reading interests of 300 tenth, eleventh, and twelfth grade students were surveyed and compared to those revealed in previous research. The results indicated that the amount of time students reported reading outside of school per day has decreased slightly since a 1961 study by P. Witty, with females still reading more than males. As in the…

  12. Who's Reading and Why: Reading Habits of 1st Grade through Graduate Students

    ERIC Educational Resources Information Center

    Camp, Deanne

    2007-01-01

    The habit of reading develops over a period of time. This study explored reading habits across a wide range of students. An open-ended survey of reading habits involved 242 participants from grades 1, 4, 6, 8, 11, undergraduate non-education majors, undergraduate elementary majors, and graduate reading majors. As data were analyzed, themes emerged…

  13. A Randomized Controlled Pilot Trial of Classroom-Based Mindfulness Meditation Compared to an Active Control Condition in 6th Grade Children

    PubMed Central

    Britton, Willoughby B.; Lepp, Nathaniel E.; Niles, Halsey F.; Rocha, Tomas; Fisher, Nathan; Gold, Jonathan

    2014-01-01

    Children in the United States are at risk for numerous psychological problems, such as anxiety, attention problems, and mood disorders, and are underserved by current mental health provisions. The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys and 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported data was collected by administering the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure -Revised before and after 6 weeks of meditation or active control condition. Both meditators and active controls decreased significantly on the YSR Internalizing Problems, Externalizing Problems, and Attention Problems subscales but did not differ in the extent of their improvements. Both groups also showed comparable improvements on measures in affect. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. Improvements in affect were correlated with increases in mindfulness in meditators but not controls. These results suggest that mindfulness training may yield both unique and nonspecific benefits that are shared by other novel activities. PMID:24930819

  14. The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science

    NASA Astrophysics Data System (ADS)

    Ayse Koksal, Ela; Berberoglu, Giray

    2014-01-01

    The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and control group students took the Achievement Test in Reproduction, Development, and Growth in Living Things (RDGLT), Science Process Skills Test, and Attitudes Toward Science Questionnaire, as pre-test and post-test. Repeated analysis of variance design was used in analyzing the data. Both the experimental and control group students were taught in RDGLT units for 22 class hours. The results indicated the positive effect of guided-inquiry approach on the Turkish students' cognitive as well as affective characteristics. The guided inquiry enhanced the experimental group students' understandings of the science concepts as well as the inquiry skills more than the control group students. Similarly, the experimental group students improved their attitudes toward science more than the control group students as a result of treatment. The guided inquiry seems a transition between traditional teaching method and student-centred activities in the Turkish schools.

  15. Extensive Graded Reading in the Liberal Arts and Sciences

    ERIC Educational Resources Information Center

    Poulshock, Joseph

    2010-01-01

    For this research, learners did extensive graded reading (EGR) with traditional graded readers, and they also interacted with short graded stories in the liberal arts and sciences (LAS). This study describes the purpose and format of the LAS stories used by hundreds of university students and adult learners in Japan. It summarizes the results of…

  16. Effects of Teacher-Led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

    This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying…

  17. Implementing Strategies in Content Area Reading for Increasing Reading Comprehension of Fifth Grade Students.

    ERIC Educational Resources Information Center

    Cibula, June Clarke

    A practicum was conducted to improve reading comprehension in classroom performance with the basal reading series and on norm-referenced tests. Subjects included a fifth-grade class of 28 students who were paired with another fifth-grade class as peer teachers. New skills were taught and practiced with the target population early in the week. On…

  18. The Relationship between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students

    ERIC Educational Resources Information Center

    Yildiz, Mustafa; Yildirim, Kasim; Ates, Seyit; Rasinski, Timothy; Fitzgerald, Shawn; Zimmerman, Belinda

    2014-01-01

    This research study focused on the relationships among the various components of reading fluency components (word recognition accuracy, automaticity, and prosody), as well as their relationships with reading comprehension among fifth-grade students in Turkey. A total of 119 fifth-grade elementary school students participated in the study. The…

  19. Incentives: The Effects on Reading Attitude and Reading Behaviors of Third-Grade Students

    ERIC Educational Resources Information Center

    Stanfield, Gayle M.

    2006-01-01

    The purpose of this study was to investigate whether third grade literacy students who receive incentive rewards as part of their instruction will exhibit significantly higher reading habits and attitudes toward recreational reading than they did before the incentives were introduced. The study examined 19 third grade students with fairly high…

  20. RAN Components and Reading Development from Grade 3 to Grade 5: What Underlies Their Relationship?

    ERIC Educational Resources Information Center

    Georgiou, George K.; Parrila, Rauno; Kirby, John R.

    2009-01-01

    We examined (a) how rapid automatized naming (RAN) components--articulation time and pause time--predict reading accuracy and reading fluency in Grades 4 and 5, and (b) what cognitive-processing skills (phonological processing, orthographic processing, or speed of processing) mediate the RAN-reading relationship. Sixty children were followed from…

  1. Improving Reading Skills of Fourth Grade Students through a Literature Based Reading Program.

    ERIC Educational Resources Information Center

    Oppelt, Shirley

    A practicum developed and implemented an integrated reading program to raise reading vocabulary and comprehension scores and reading attitudes in a fourth-grade classroom. A classroom of 23 students was used to implement the program. A standard diagnostic test was used to record pre- and post-test scores in vocabulary and comprehension, and a…

  2. A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade

    ERIC Educational Resources Information Center

    Quirk, Matthew; Schwanenflugel, Paula J.; Webb, Mi-young

    2009-01-01

    This short-term longitudinal study investigated the relationships between students' reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second-grade children (N = 185) were administered the Test of Word Reading Efficiency, the second-grade Dynamic Indicators of Basic Early Literacy Skills,…

  3. Sights, Sounds, Senses in Step with Reading. Third Grade.

    ERIC Educational Resources Information Center

    Norris, Mildred W.; Messerli, John H.

    This ESEA Title III bibliography presents books, films, filmstrips, and records that correlate with stories from selected third-grade basic reading books. The list of books is prepared from the suggested lists of the Ginn, Houghton Mifflin, Lippincott, and Scott, Foresman reading series. The bibliography includes sections about animals and birds,…

  4. Sights, Sounds, Senses in Step with Reading. Fourth Grade.

    ERIC Educational Resources Information Center

    Norris, Mildred W.; Messerli, John H.

    This ESEA Title III bibliography presents books, films, filmstrips, and records that correlate with stories from selected fourth-grade basic reading books. The list of books is prepared from the suggested lists of the Ginn, Houghton Mifflin, Lippincott, and Scott, Foresman reading series. The bibliography includes sections about animals and birds,…

  5. Sights, Sounds, Senses in Step with Reading: Fifth Grade.

    ERIC Educational Resources Information Center

    Norris, Mildred W.; Messerli, John H.

    Designed to enrich the reading program, this bibliography lists books, films, filmstrips, and records for fifth-grade children. The list, which is divided according to readability into easy, average, and difficult, is prepared from the suggested lists of the Ginn, Houghton Mifflin, Lippincott, and Scott, Foresman reading series. The bibliography…

  6. ITRI Informational Text Reading Inventory: Grade 4 Teacher Guide

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2005

    2005-01-01

    The Informational Text Reading Inventory (ITRI) was created when the Center for Innovation in Assessment (CIA) observed that students in grade four experience a significant drop in performance in all of their subject areas. CIA researched solutions and identified the critical issue as the students' struggle to apply the reading skills they have…

  7. Increasing Reading Ability among First and Third Grade Students.

    ERIC Educational Resources Information Center

    Commare, Colleen C.; Sedlack, Sarah E.

    The purpose of this study was designed to increase the reading abilities of students in the targeted first and third grade classes in two elementary schools located in the Midwest. The study involved an action research project highlighting the overall growth of the students' academic achievement through increased reading growth. The study was…

  8. Selected Readings on New York City. Grade Five.

    ERIC Educational Resources Information Center

    Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center.

    Sixteen readings, intended for fifth grade students, describe New York City from 1628 through 1845. Arranged chronologically, the readings, many of which are secondary materials, show changes and development within the city from its beginning in 1628 as a farming community called New Amsterdam to its growth as a commercial city by 1845. Topics are…

  9. Comprehension after Oral and Silent Reading: Does Grade Level Matter?

    ERIC Educational Resources Information Center

    Prior, Suzanne M.; Fenwick, Kimberley D.; Saunders, Katie S.; Ouellette, Rachel; O'Quinn, Chantell; Harvey, Shannon

    2011-01-01

    The study examines comprehension after oral and silent reading in elementary- and middle-school students. It investigates whether and when one mode is superior to the other for comprehension as children develop, independent of reading ability levels. One hundred and seventy three children in first through seventh grades orally and silently read…

  10. Reading Interests of Children in Grades Four through Eight.

    ERIC Educational Resources Information Center

    Conway, Hannah Elizabeth Miller

    This study surveyed children's expressed reading interests and attempted to determine whether these were related to grade level, sex, race, and socioeconomic level. A total of 784 children in grades four through eight in four elementary schools of Fairfield, Alabama, answered a questionnaire composed of 120 annotated fictitious titles representing…

  11. An Analysis of Two Beginning Reading Programs: Scott Foresman's "Reading Unlimited" and Pittsburgh LRDC's "New Primary Grades Reading Systems."

    ERIC Educational Resources Information Center

    Popp, Helen Mitchell

    The two reading programs discussed in this paper, "Reading Unlimited" (RU) published by Scott Foresman and "New Primary Grades Reading Systems" (RS) by the University of Pittsburgh Learning Research and Development Center, provide maximal contrasts in materials and teaching strategies. The instructional strategies in RU are analytic and inductive,…

  12. Bidirectional Relations between Text Reading Prosody and Reading Comprehension in the Upper Primary School Grades: A Longitudinal Perspective

    ERIC Educational Resources Information Center

    Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

    2016-01-01

    The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared 3 theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody…

  13. The Schema Strategies in Reading Comprehension Tasks of Fourth-Grade Students with Reading Difficulties

    ERIC Educational Resources Information Center

    Gutkind, Rebeka Chaia

    2012-01-01

    This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were…

  14. Grade 12 Diploma Examination, English 33. Part B: Reading (Multiple Choice). Readings Booklet.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 33 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: an excerpt from "Catch-22" (Joseph Heller); "School Thief" (Dennis Potter); "In…

  15. The Impact of Direct Reading Instructional Strategies on Reading Achievement in 8th Grade Students

    ERIC Educational Resources Information Center

    Rider, Lynne Marie

    2010-01-01

    According to the National Assessment of Educational Progress, about 60% of students cannot read proficiently at their current grade level. Findings from the National Reading Panel (NRP) indicate that there is not sufficient research on the topic of struggling middle school readers. The purpose of this quantitative study was to examine the impact…

  16. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: an excerpt from "Where Did You Go?""Out." (Robert Paul Smith); "Lines on…

  17. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry and drama, including the following: "At the Age at Which Mozart Was Dead Already" (Ellen Goodman); "Embassy" (W.…

  18. Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2

    ERIC Educational Resources Information Center

    Gustafson, Stefan; Falth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

    2011-01-01

    In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…

  19. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1986 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains 10 short reading selections taken from fiction, nonfiction, poetry, and drama, including the following: "My Magical Metronome" (Lewis Thomas); "Queen Street Trolley" (Dale…

  20. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. June 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the English 30 Grade 12 Diploma Examinations in Alberta, Canada, this test (to be administered along with a questions booklet) contains the reading selections portion of Part B, the reading component of the June 1988 tests. Representing the genres of fiction, nonfiction, poetry, and drama, the 10 selections consist of:…

  1. English 30, Part B: Reading. Readings Booklet. Grade 12 Diploma Examination, January 1997.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Student Evaluation Branch.

    Intended for students taking the Grade 12 Diploma Examinations in English 30, this "readings booklet" presents 8 reading selections from fiction and nonfiction. After instructions for students, the booklet presents (1) Robert Penn Warren's poem "Summer Afternoons and Hypnosis"; (2) an excerpt from an interview with William Golding; (3) a dramatic…

  2. Grade 9 English Language Arts Achievement Test. Part B: Reading (Multiple Choice). Readings Booklet. 1986 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 9 English Language Arts Achievement Test in Alberta, Canada, this reading test (to be administered along with the questions booklet) contains eight short reading selections taken from fiction, nonfiction, and poetry, including the following: "Thieving Raffles" (Eric Nicol); "Flight of the Roller Coaster"…

  3. The Impact of Reading Recovery on the Reading Achievement of First Grade Students

    ERIC Educational Resources Information Center

    Case, Marguerite

    2015-01-01

    There are so many different intervention programs for educators to use to increase the reading achievement of below grade level students, that it can often be difficult to choose the appropriate one for the students. Most programs are scripted and are used with small groups of students. Reading Recovery is not a scripted program and is taught in a…

  4. Comprehensive Reading Instruction across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference.

    ERIC Educational Resources Information Center

    Roller, Cathy M., Ed.

    This collection of 9 papers from the International Reading Association's Reading Research 2001 Conference (RR2001) addresses comprehensive reading instruction across the grade levels. The introduction, "How Will We Develop the Concept of Comprehensive Reading Instruction Across Grade Levels?," notes that five quandaries arose in the discussion of…

  5. Curriculum Guide in Reading. Developmental Reading: Junior and Senior High Schools, Grades 7-12.

    ERIC Educational Resources Information Center

    Hand, John, Ed.; And Others

    GRADES OR AGES: Grades 7-12. SUBJECT MATTER: Developmental reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into nine short chapters and several appendixes. It is offset printed and edition bound with a paper cover. OBJECTIVES AND ACTIVITIES: No objectives are mentioned. General guidelines are given for planning activities to…

  6. Extensive Reading Interventions for Students with Reading Difficulties after Grade 3

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy K.; Metz, Kristina; Murray, Christy S.; Roberts, Greg; Danielson, Louis

    2013-01-01

    This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how…

  7. 6th International Microbeam Workshop

    SciTech Connect

    Dr Kevin M. Prise

    2004-01-01

    The extended abstracts which are submitted here present a summary of the proceedings of the 6th International Workshop/12th LH Gray Workshop: Microbeam Probes of Cellular Radiation Response, held at St. Catherine's College, University of Oxford, UK on March, 29th-31st, 2003. In 1993 the 4th LH Gray Workshop entitled ''Microbeam Probes of Cellular Radiation Response'' was held at the Gray Cancer Institute in Northwood. This was organized by Prof BD Michael, Dr M. Folkard and Dr KM Prise and brought together 40 participants interested in developing and applying new microbeam technology to problems in radiation biology (1). The workshop was an undoubted success and has spawned a series of subsequent workshops every two years. In the past, these workshops have been highly successful in bringing together groups interested in developing and applying micro-irradiation techniques to the study of cell and tissue damage by ionizing radiations. Following the first microbeam workshop, there has been a rapid growth in the number of centres developing radiobiology microbeams, or planning to do so and there are currently 15-20 worldwide. Much of the recent research using microbeams has used them to study low-dose effects and ''non-targeted'' responses such bystander effects, genomic instability and adaptive responses. The goal of the 6th workshop was to build on our knowledge of the development of microbeam approaches and the application to radiation biology in the future with the meeting stretching over a 3 day period. Over 80 participants reviewed the current state of radiobiology microbeam research worldwide and reported on new technological developments both in the fields of physics and biology.

  8. Comprehension Instruction for Students with Reading Disabilities in Grades 4 through 12

    ERIC Educational Resources Information Center

    Reed, Deborah K.; Vaughn, Sharon

    2012-01-01

    Many students with reading difficulties in grades 4 through 12 experience challenges in understanding and learning from text. Some of these learners have demonstrated reading challenges from the early grades and have not acquired successful reading skills. Others were adequate readers in the early grades when word reading was the focus and when…

  9. The Effect of the Juvenile Fiction on the Reading Skills of Junior High School Students

    ERIC Educational Resources Information Center

    Turkyilmaz, Mustafa

    2013-01-01

    The main purpose of this study is to define the effect of the juvenile fiction on secondary school students' reading skills. In the study; 6th grade students', reading juvenile fiction, attitudes to reading, reading speed, comprehension ability of what's read are examined. The group of students reading juvenile fiction is compared…

  10. Improving Music Reading Skills among Second Grade Students.

    ERIC Educational Resources Information Center

    Kinate, Joanna

    This project describes a program designed to improve the music reading abilities of second grade children. The intention is to discover the best possible method of teaching students basic rhythmic and melodic skills. When combined, these skills will not only increase students' understanding of the language of music, but will also increase…

  11. Digital Reading: A Look at a Second Grade Class

    ERIC Educational Resources Information Center

    Taylor, Mary F.

    2012-01-01

    A qualitative study was recently done with students in a second grade class examining their use of eBooks and other digital online reading materials, as well as their use of traditional print books. In the classroom chosen from the study, the students were being taught through the use of balanced literacy instruction, which includes both whole…

  12. Improving Grade One Students' Reading Motivation with Online Electronic Storybooks

    ERIC Educational Resources Information Center

    Ciampa, Katia

    2012-01-01

    This qualitative study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. The current research explored eight grade 1 students' experiences with online electronic storybooks (eBooks). Eight students were given ten 25-minute sessions with the software programs over 15 weeks.…

  13. P-2 Years Targeted to Achieve Grade 3 Reading Proficiency

    ERIC Educational Resources Information Center

    Gewertz, Catherine

    2011-01-01

    In a bid to help more students read proficiently in 3rd grade--a skill considered critical to their future educational success--new laws and initiatives springing up around the country require educators to step up their efforts to identify and help struggling readers even before they enter kindergarten. It's not unusual for states or school…

  14. Reading Fluency: More than Automaticity? More than a Concern for the Primary Grades?

    ERIC Educational Resources Information Center

    Rasinski, Timothy; Rikli, Andrew; Johnston, Susan

    2009-01-01

    Reading fluency has traditionally been viewed as a goal of reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of reading fluency as a contributor to reading proficiency and difficulty among intermediate and middle grade students. We assessed reading fluency development among…

  15. The Effects of Sustained Silent Reading on Reading Achievement and Reading Attitudes of Fourth Grade Students

    ERIC Educational Resources Information Center

    Gray, Holly Lynn

    2012-01-01

    This study tested the effects of a Sustained Silent Reading program on reading achievement and reading attitude. The study accessed scores from the DIBELS Oral Reading Fluency (Good, Kaminski, & Dill, 2007) to measure reading achievement. This measure was given before and after a twelve week period, during which the treatment group…

  16. Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

    PubMed Central

    Li, Liping; Wu, Xinchun

    2015-01-01

    Purpose This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4. Methods Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data. Results Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4. Conclusions These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4. PMID:25799530

  17. Individual and Group Sensitivity to Remedial Reading Program Design: Examining Reading Gains across Three Middle School Reading Projects

    ERIC Educational Resources Information Center

    Calhoon, Mary Beth; Petscher, Yaacov

    2013-01-01

    The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6th-8th grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program. The three modalities differ in the combination of reading components (phonological decoding, spelling,…

  18. Effects of Intensive Reading Intervention for Eighth-Grade Students with Persistently Inadequate Response to Intervention

    ERIC Educational Resources Information Center

    Vaughn, Sharon; Wexler, Jade; Leroux, Audrey; Roberts, Greg; Denton, Carolyn; Barth, Amy; Fletcher, Jack

    2012-01-01

    The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to…

  19. Formatively Evaluating the Reading Progress of First-Grade English Learners in Multiple-Language Classrooms

    ERIC Educational Resources Information Center

    Graves, Anne W.; Plasencia-Peinado, Judith; Deno, Stanley L.; Johnson, John R.

    2005-01-01

    This study provides descriptive data on first-grade reading proficiency of English learners in multiple-language settings. Using curriculum-based measurement of reading (CBM-R) to measure oral reading fluency (ORF) and a nonsense word-reading fluency (NWF) measure, weekly scores during the final 6 weeks of the first-grade school year indicated…

  20. Beyond the Basics: Effective Reading Programs for the Upper Elementary Grades. [Educator's Summary

    ERIC Educational Resources Information Center

    Center for Data-Driven Reform in Education (NJ3), 2009

    2009-01-01

    What reading programs have been proven to help students in grades 2-5 to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the reading achievement of students in grades 2-5: (1) Reading Curricula (Curr), such as "Open Court," "Harcourt," "Reading Street" and other standard and alternative…

  1. Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First-Grade Reading

    ERIC Educational Resources Information Center

    Good, Roland H., III; Baker, Scott K.; Peyton, Julia A.

    2009-01-01

    In this article, we examine the contribution of initial skill and slope of progress on alphabetic principle to end of first-grade reading outcomes. Initial skill and slope were measured using DIBELS Nonsense Word Fluency. Reading outcomes were measured at the end of first grade with DIBELS Oral Reading Fluency. Students in Oregon Reading First…

  2. Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension

    ERIC Educational Resources Information Center

    Cook, Gina A.

    2010-01-01

    Reading success has been linked to high school completion, future job success, and future generations of children who can read. Unfortunately, children who are unable to read on grade level by the end of first grade are at a great disadvantage and unlikely to catch up later. Without the ability to read and comprehend text, all aspects of schooling…

  3. Improving Reading, Writing, and Content Learning for Students in Grades 4-12

    ERIC Educational Resources Information Center

    Taylor, Rosemarye T.

    2006-01-01

    In contrast to the primary grades when children are learning to read, students in grades 4 through 12 are expected to learn content as they read, yet they may still struggle with reading basics. This book provides a realistic and systematic process for improving reading and writing while enhancing content knowledge and skills. Based on proven…

  4. Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches

    ERIC Educational Resources Information Center

    Turner, Franklin Dickerson

    2012-01-01

    The author examined the effectiveness of 2 fluency-oriented reading programs on improving reading fluency for an ethnically diverse sample of second-grade students. The first approach is Fluency-Oriented Reading Instruction (S. A. Stahl & K. Heubach, 2005), which incorporates the repeated reading of a grade-level text over the course of an…

  5. Analysis of Reading Comprehension Levels of Fifth Grade Students Who Learned to Read and Write with the Sentence Method

    ERIC Educational Resources Information Center

    Sagirli, Muhittin

    2016-01-01

    The purpose of this study is the determination of reading comprehension levels of fifth grade's students who learned to read and write with the sentence method. With the program of 2005, it has been amended in the first reading and writing method. In the teaching of first reading and writing, it was passed to the sentence method instead of sound…

  6. A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

    ERIC Educational Resources Information Center

    Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

    2015-01-01

    This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

  7. A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade.

    PubMed

    Quirk, Matthew; Schwanenflugel, Paula J; Webb, Mi-Young

    2009-04-01

    This short-term longitudinal study investigated the relationships between students' reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second grade children (N=185) were administered the Test of Word Reading Efficiency, the second grade Dynamic Indicators of Basic Early Literacy Skills, and an adapted version of Motivation to Read Profile at the beginning, middle, and end of the school year. Results showed that students' goals for reading were related to reading self-concept, but unrelated to reading fluency. In addition, reading self-concept was significantly related to reading fluency at each time point. Latent-variable path analysis was used to test four potential relationships between students' reading self-concept and reading fluency skill: (a) an independence model; (b) a skill development model; (c) a self-enhancement model; and (d) a reciprocal effects model. Support for a reciprocal model was found between students' reading fluency skill and reading self-concept over the second grade year. This finding also indicated that students' reading self-concept begins to influence their reading achievement earlier than previous research had indicated. Implications for educational practice and future research will also be discussed. PMID:20300541

  8. Grade Retention of Students during Grades K-8 Predicts Reading Achievement and Progress during Secondary Schooling

    ERIC Educational Resources Information Center

    Griffith, Catherine Aurentz; Lloyd, John Wills; Lane, Kathleen Lynne; Tankersley, Melody

    2010-01-01

    Using National Education Longitudinal Study (NELS) data, researchers examined the reading growth rates of secondary students who had been retained between kindergarten and 8th grade and those of a matched comparison group of students who had never been retained (n = 878 in each group). Descriptive statistics and latent growth models revealed that…

  9. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examinations in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following nine short selections taken from fiction, nonfiction, poetry, and drama: "The Biggest Liar in the World" (Harry Mark Petrakis); "Victorian Grandmother" (Margo…

  10. Grade 12 Diploma Examination, English 30. Part B: Reading (Multiple Choice). Readings Booklet. 1987 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking the Grade 12 Examination in English 30 in Alberta, Canada, this reading test (to be administered along with a questions booklet) includes the following 10 short selections taken from fiction, nonfiction, poetry, and drama: "Parents as People (with Children)" (Ellen Goodman); "Everybody Knows about the Arctic" (Jim…

  11. Grade 12 Diploma Examination, English 33. Part B: Reading. (Multiple Choice). Readings Booklet. 1988 Edition.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton.

    Intended for students taking Grade 12 Diploma Examinations in English 33 in Alberta, Canada, this reading test is designed to be administered with a questions booklet. The following short selections taken from fiction, nonfiction, poetry, drama, and day-to-day functional materials are included: (1) "M is for Mother" (Marjorie Riddle); (2) "It's…

  12. Learning to Read: A Guide to Federal Funding for Grade-Level Reading Proficiency

    ERIC Educational Resources Information Center

    Hayes, Cheryl D.; Bhat, Soumya; Connors-Tadros, Lori; Martinez, Laura

    2011-01-01

    The audience for this guide is state, local, and program leaders who want to learn more about federal funding sources that can support early literacy programs and systems reform. Funding available through federal programs can help address the underlying causes of children failing to learn to read by the end of third grade, such as limited access…

  13. Gendered Readings of a Traditional "Feminist" Folktale by Sixth-Grade Boys and Girls.

    ERIC Educational Resources Information Center

    Rice, Peggy S.

    2000-01-01

    Examines the bias in 6th-grade boys' and girls' memories of a "feminist" folktale. Finds girls averaged twice as many nontraditional inclusions as the boys. Finds the boys and girls did not alter an overall dualistic perception of maleness/femaleness; however, there was some movement away from stereotypical gender positioning for the girls. (RS)

  14. The Impact of Technology-Based Reading Programs on Lower Achievers' State Reading Assessment

    ERIC Educational Resources Information Center

    Jacobs, Rhonda Suzanne

    2012-01-01

    Research concerning technology-based reading intervention is limited and additional studies are needed in this area of study. This study examined the individual intervention programs (Read 180 and Thinking Reader) for diverse 6th, 7th, and 8th graders in order to determine the gains per grade level on state standardized reading tests. This study…

  15. Evaluation of Reading Fluency and Reading Errors of 9th Grade Students with a View to Diagnosing the Sources of Reading Difficulties

    ERIC Educational Resources Information Center

    Üstten, Aliye Uslu

    2014-01-01

    The purpose of this study is to identify the sources of reading difficulties and to evaluate reading fluency of 9th grade students which aims to improve students' reading and their understanding of complex literary texts. The sample is composed of 120 students selected from 9th grade of 10 different high schools in central province of Ankara…

  16. EXPERIMENTAL DEVELOPMENT OF VARIABILITY IN READING RATE IN GRADES FOUR, FIVE AND SIX.

    ERIC Educational Resources Information Center

    HARRIS, THEODORE L.; AND OTHERS

    METHODS OF TESTING, EVALUATING, AND TEACHING READING IN THE FOURTH, FIFTH AND SIXTH GRADES ARE DESCRIBED. CONSTRUCTION AND DESIGN OF EXPERIMENTAL TESTS OF VARIABILITY IN READING SPEED ARE DISCUSSED. DESIGN WAS BASED ON THE RATIONALE THAT A MEANINGFUL READING-TIME SCORE DIRECTLY RELATED TO THE SUBJECT'S PURPOSE FOR READING. WHILE READING SPEED MAY…

  17. The Impact of Structured Daily Independent Self-Selected Reading on Second Grade Students

    ERIC Educational Resources Information Center

    Culmo, Jill R.

    2009-01-01

    The purpose of this study was to determine the perceptions of second grade students about reading, themselves as readers, their motivation to read, and their subsequent reading achievement. Allowing students time to read independently during the school day and providing various reading materials in the classroom are options that some school…

  18. Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades.

    PubMed

    Ciancio, Dennis; Thompson, Kelly; Schall, Megan; Skinner, Christopher; Foorman, Barbara

    2015-10-01

    The relationship between reading comprehension rate measures and broad reading skill development was examined using data from approximately 1425 students (grades 1-3). Students read 3 passages, from a pool of 30, and answered open-ended comprehension questions. Accurate reading comprehension rate (ARCR) was calculated by dividing the percentage of questions answered correctly (%QC) by seconds required to read the passage. Across all 30 passages, ARCR and its two components, %QC correct and time spent reading (1/seconds spent reading the passage), were significantly correlated with broad reading scores, with %QC resulting in the lowest correlations. Two sequential regressions supported previous findings which suggest that ARCR measures consistently produced meaningful incremental increases beyond %QC in the amount of variance explained in broad reading skill; however, ARCR produced small or no incremental increases beyond reading time. Discussion focuses on the importance of the measure of reading time embedded in brief accurate reading rate measures and directions for future research. PMID:26407836

  19. The Effectiveness of the Houghton-Mifflin Reading and Language Arts Program on Third-Grade Reading Achievement

    ERIC Educational Resources Information Center

    Clark, Mary L.

    2012-01-01

    Students reading below grade proficiency have been a concern for educators. Students who attended third grade at this Title 1 intermediate school have demonstrated a lack of early literacy skills as measured using a variety of assessments. An early literacy reading program was initiated in 2008; however, the effectiveness of the instructional…

  20. Grade Level and Gender Differences in a School-Based Reading Tutoring Program

    ERIC Educational Resources Information Center

    Chang, Sau Hou

    2011-01-01

    The purpose of the present study is to investigate the grade level and gender differences in a school-based reading tutoring program. The treatment group included 10 first-grade and 12 second-grade struggling readers, and the control group included 41 first-grade and 63 second-grade nonstruggling readers. The tutors were teacher candidates in an…

  1. Involving Parents in a Summer Book Reading Program to Promote Reading Comprehension, Fluency, and Vocabulary in Grade 3 and Grade 5 Children

    ERIC Educational Resources Information Center

    Pagan, Stephanie; Sénéchal, Monique

    2014-01-01

    In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children…

  2. Eighth Grade Students' Reading Responses to Encoded Inflectional, Syntactic, Grammatical and Semantic Errors.

    ERIC Educational Resources Information Center

    Williamson, Leon E.; And Others

    A study investigated the reading responses of 60 eighth grade students to encoded inflectional, syntactic, grammatical, and semantic errors. The students were equally divided into three categories based on grade level reading competency and given three Aesopian fables to read. The text of the fables contained the following errors: (1) words to…

  3. Effects of three interventions on the reading skills of children with reading disabilities in grade 2.

    PubMed

    Gustafson, Stefan; Fälth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

    2011-01-01

    In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. PMID:21383105

  4. An Investigation of the Sustained Effects of Reading Recovery ® on Economically Disadvantaged Fifth Grade Students

    ERIC Educational Resources Information Center

    Redding, Larry R.

    2012-01-01

    This study explored the long-term benefits of the Reading Recovery ® program for economically disadvantaged students who were successfully discontinued after the first grade. The hypothesis was tested that students exiting first grade with grade-level reading abilities and with similar low socio-economic status (economically disadvantaged), who…

  5. Miller-Unruh Reading Center: The Comparison of Progress in Reading with Second and Third Grade Students.

    ERIC Educational Resources Information Center

    Williams, Mildred C.

    The study reported was designed to test the hypothesis that no difference in reading achievement scores of second and third grade children requiring remediation would result between Ss receiving both regular classroom and Miller-Unruh Reading Center instruction and Ss receiving classroom instruction only. Reading Center instruction took a…

  6. Effects of the Wisconsin Reading Design Comprehension Program on Reading Achievement and Self-Concept of Sixth Grade Students.

    ERIC Educational Resources Information Center

    Negley, Sandra Anne

    The main purpose of this study was to determine and describe the effects of the comprehension component of the criterion-referenced reading program, Wisconsin Design for Reading Skills Development (WDRSD), on reading achievement and self-concept of sixth-grade students. Parametric techniques were employed in a quasi-experimental study involving 44…

  7. Using Directed Reading Thinking Activity Strategies To Teach Students Reading Comprehension Skills in Middle Grades Language Arts.

    ERIC Educational Resources Information Center

    DeFoe, Marguerite Corbitt

    This practicum was designed to use directed reading thinking activity strategies to teach reading comprehension skills to middle grades language arts students who frequently failed to make passing scores in reading comprehension exercises. The program included three specific strategies. The first strategy was to teach the students higher-order…

  8. The Relationship of Reading Comprehension Success with Metacognitive Awareness, Motivation, and Reading Levels of Fifth Grade Students

    ERIC Educational Resources Information Center

    Memis, Aysel; Bozkurt, Metin

    2013-01-01

    This research aims to investigate the relationship between metacognitive awareness, reading motivations, reading levels and reading comprehension success of fifth grade students using comparative relative scan model. There were 577 students. In the result of the research, in which data were collected with four scales, it was concluded that reading…

  9. Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?

    PubMed Central

    Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov; Conlin, Catherine Ross

    2015-01-01

    Purpose In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. Method A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children’s expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. Conclusions The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research. PMID:22199203

  10. The Relationship between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners

    ERIC Educational Resources Information Center

    Arnold, Holly Weber

    2013-01-01

    This study examines the relationship between delivery models (the class size reduction model and the sheltered instruction model) and language development levels on the grade-level reading development of sixth-grade English learners (ELs) attending public middle schools in metro Atlanta, Georgia. The instrument used to measure grade-level mastery…

  11. Complex Word Reading in Dutch Deaf Children and Adults

    ERIC Educational Resources Information Center

    van Hoogmoed, Anne H.; Knoors, Harry; Schreuder, Robert; Verhoeven, Ludo

    2013-01-01

    Children who are deaf are often delayed in reading comprehension. This delay could be due to problems in morphological processing during word reading. In this study, we investigated whether 6th grade deaf children and adults are delayed in comparison to their hearing peers in reading complex derivational words and compounds compared to…

  12. La Desercion Escolar en los Niveles de Sexto y Noveno Grado: Una Comparacion Entre Zonas Rurales y Urbanas. Boletin 219 (The Educational Desertion in the 6th and 9th Grades: A Comparison Between Rural and Urban Zones. Bulletin 219).

    ERIC Educational Resources Information Center

    Lopez, Maria I. Hernandez; And Others

    In 1962 and again in 1965, a group of sixth and ninth grade students in selected schools in four Puerto Rican communities were interviewed to investigate the factors influencing students' decision to withdraw from school before completing twelfth grade and to identify some characteristics of dropouts. Of 616 students interviewed in 1962, 20.9% of…

  13. Successful Strategies for Teaching Reading to Middle Grades English Language Learners

    ERIC Educational Resources Information Center

    Bolos, Nicole

    2012-01-01

    The author reviews exemplary strategies for teaching reading to middle grades English language learners (ELLs) derived from 21 peer-reviewed journal articles and professional books. The author presents an in-depth look at three successful categories of reading strategies: interactive read-alouds to model fluent reading and engage learners, the…

  14. INDIVIDUALIZED READING VERSUS A BASAL READER PROGRAM AT FIRST GRADE LEVEL, IN RURAL COMMUNITIES.

    ERIC Educational Resources Information Center

    MOQUIN, L. DORIS; SPENCER, DORIS U.

    THIS STUDY COMPARED THE EFFECTIVENESS OF A STANDARD BASAL READING PROGRAM WITH AN INDIVIDUALIZED READING PROGRAM WHICH INCORPORATED (1) A PROGRAM OF PHONETIC SKILLS, (2) WORD RECOGNITION, (3) COMPREHENSION SKILLS, AND (4) A PROGRAM OF STORY READING. TWELVE COMBINATION FIRST- AND SECOND-GRADE INDIVIDUALIZED READING CLASSES WERE PAIRED WITH 12 BASAL…

  15. Anxiety and Response to Reading Intervention among First Grade Students

    PubMed Central

    Grills, Amie E.; Fletcher, Jack M.; Vaughn, Sharon; Barth, Amy; Denton, Carolyn A.; Stuebing, Karla K.

    2014-01-01

    BACKGROUND For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the most commonly experienced difficulty for youth. OBJECTIVE The present study examined anxiety among children classified as typically achieving or showing inadequate/adequate response following an intervention for reading problems. METHODS Participants were 153 ethnically-diverse children (84 male, 69 female) evaluated in the winter and spring of their first-grade academic year. Children completed several standardized measures of reading achievement involving decoding and fluency along with a multidimensional anxiety rating scale. RESULTS Repeated measures ANOVA revealed significant main effects for time and scale and significant interactions for time*scale and group*scale. Logistic regression examined whether anxiety predicted response to intervention (Y/N) at the end of the school-year. CONCLUSIONS Results showed overall decreases in anxiety over time, with the exception of the harm avoidance area which increased and also interacted with group (children with decoding/fluency difficulties reported less harm avoidance than typically achieving children). The harm avoidance area was most pertinent across analyses highlighting the potential importance of targeting this area; however, none of the anxiety scales predicted response group at the end of the intervention. Ongoing research is needed in this area in order to identify characteristics of inadequate responders to reading intervention programs and/or inform interventions that incorporate these socioemotional factors. PMID:25431528

  16. The use of music to enhance reading skills of second grade students and students with reading disabilities.

    PubMed

    Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

    2007-01-01

    The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01). PMID:17419662

  17. Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8

    ERIC Educational Resources Information Center

    Baker, Doris Luft; Biancarosa, Gina; Park, Bitnara Jasmine; Bousselot, Tracy; Smith, Jean-Louise; Baker, Scott K.; Kame'enui, Edward J.; Alonzo, Julie; Tindal, Gerald

    2015-01-01

    We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations of limited English proficiency and special education…

  18. Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention.

    PubMed

    Vaughn, Sharon; Wexler, Jade; Leroux, Audrey; Roberts, Greg; Denton, Carolyn; Barth, Amy; Fletcher, Jack

    2012-01-01

    The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties. PMID:21512102

  19. Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention

    PubMed Central

    Vaughn, Sharon; Wexler, Jade; Leroux, Audrey; Roberts, Greg; Denton, Carolyn; Barth, Amy; Fletcher, Jack

    2013-01-01

    The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties. PMID:21512102

  20. Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade.

    PubMed

    Luft Baker, Doris; Park, Yonghan; Baker, Scott K

    2010-11-01

    This study analyzes the effect of initial status and growth in Spanish pseudoword reading in kindergarten and first grade on reading comprehension in Spanish at the end of first grade. One hundred and sixty-eight Spanish-speaking English learners who were learning to read in Spanish and English in the United States participated in the study. Results of hierarchical linear modeling indicate that students grew, on average, by 95 letter-sounds in Spanish from the middle of kindergarten to the end of first grade. Structural equation modeling indicated that 53% of the variance in Spanish reading comprehension at the end of first grade was explained by Spanish initial status on pseudoword reading, Spanish kindergarten overall reading performance, and growth in Spanish pseudoword reading. Findings are important in a Response to Intervention approach where screening and progress monitoring of pseudoword reading helps educators determine the level of support beginning readers need to acquire the alphabetic principle, an important skill that contributes substantially to Spanish reading comprehension. PMID:21044538

  1. Effectiveness and Efficiency of Reading Error Correction Procedures on the Reading Accuracy, Reading Fluency, and Reading Comprehension of Fourth Grade Students

    ERIC Educational Resources Information Center

    Wallace, Jennifer N.

    2013-01-01

    As education law evolves, educators are faced with difficult decisions regarding curriculum, prevention programs, and intervention strategies to use with their students. The use of evidence-based strategies for all academic skill areas, including reading, has become increasingly common in schools. Twenty-four 4th grade students participated in an…

  2. NAEP Fourth-, Eighth-, and Twelfth-Grade Reading Scores by Gender: 2005, 2007, 2009, 2011, 2013

    ERIC Educational Resources Information Center

    Klecker, Beverly M.

    2014-01-01

    This paper describes a secondary analysis of the National Assessment of Educational Progress (NAEP) reading scores by gender. Data were national public 4th- and 8th-grade reading scores from composite and subscales for 2005, 2007, 2009, 2011, and 2013. Twelfth-grade scores for composite and literary experience from 2005, 2009, and 2013 and gain…

  3. Has First-Grade Core Reading Program Text Complexity Changed across Six Decades?

    ERIC Educational Resources Information Center

    Fitzgerald, Jill; Elmore, Jeff; Relyea, Jackie Eunjung; Hiebert, Elfrieda H.; Stenner, A. Jackson

    2016-01-01

    The purpose of the study was to address possible text complexity shifts across the past six decades for a continually best-selling first-grade core reading program. The anthologies of one publisher's seven first-grade core reading programs were examined using computer-based analytics, dating from 1962 to 2013. Variables were Overall Text…

  4. Reading Error Protocol Study: A Data Base. Volume V. Grade Six.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Chambers, Richard

    This is the fifth of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains transcriptions of oral reading error studies conducted with sixth grade students. The transcriptions are organized according to grade and…

  5. Reading Error Protocol Study: A Data Base. Volume II. Grades One and Two.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Chambers, Richard

    This is the second of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains transcriptions of oral reading error studies conducted with first and second grade students. The transcriptions are organized according to grade and the…

  6. Reading Error Protocol Study: A Data Base. Volume IV. Grade Five.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Chambers, Richard

    This is the fourth of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains transcriptions of oral reading error studies conducted with fifth grade students. The transcriptions are organized according to grade and…

  7. Reading Error Protocol Study: A Data Base. Volume III. Grades Three and Four.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Chambers, Richard

    This is the third of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains transcriptions of oral reading error studies conducted with third and fourth grade students. The transcriptions are organized according to grade and…

  8. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

    ERIC Educational Resources Information Center

    Paez, Mariela; Rinaldi, Claudia

    2006-01-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered…

  9. 6th Amino Acid Assessment Workshop

    Technology Transfer Automated Retrieval System (TEKTRAN)

    The focus of the 6th workshop is on lysine, arginine, and related amino acids. Functions, metabolic pathways, clinical uses, and upper tolerance intakes are emphasized in the articles that follow. Lysine is arguably the most deficient amino acid in the food supply of countries where poverty exists, ...

  10. The Relationship of Supplemental Reading Services and the Reading Achievement Scores of First and Second Grade Students

    ERIC Educational Resources Information Center

    Porter, Debra G.

    2010-01-01

    The purpose of this project was to determine the relationship supplemental reading services had on first and second grade students who were identified in need of intervention services. Participants were from three elementary schools. Two of the schools received funding through Title I. The third school's supplemental reading services were funded…

  11. Exploring the Effect of Reader Response Plus on Twelfth Grade Students with Disabilities' Reading Comprehension and Attitudes toward Reading

    ERIC Educational Resources Information Center

    Granger, Noelle; Black, Alison; Miller, Jane

    2007-01-01

    The purpose of the study was to examine how reader response journals followed by classroom discussion ("Reader Response Plus") contributed to students' reading comprehension and to their attitudes toward reading. The study was conducted in a rural school in upstate New York. The twelfth grade class that participated in the study…

  12. A Causal-Comparative Study of Third Grade Reading Achievement and the Use of Commercial Reading Programs to Promote Literacy

    ERIC Educational Resources Information Center

    McDonald, Wendy E.

    2013-01-01

    This quantitative, causal-comparative study examined the reading achievement of third grade students to ascertain the reading health of elementary students as measured through South Carolina's standardized assessment, the Palmetto Assessment of State Standards (PASS). The purpose of this study was to determine if there was a significant difference…

  13. Using Higher-Order Thinking To Improve Reading Comprehension. Rx [Grades 6-Adult]. Reading Detective[TM].

    ERIC Educational Resources Information Center

    Block, Cheryl; Broz, Christine; Hockett, Margaret; White, David

    Part of a series, the purpose of this low-readability/high interest book is to provide instruction and practice in using higher order thinking to develop students' reading comprehension skills. The comprehension skills addressed in the book meet state standards for secondary students grades six and up, and the reading level is fourth and fifth…

  14. The Relationship between Reading Attitude, Self-Efficacy, Motivation, and the Reading Achievement of Fifth Grade African-American Males

    ERIC Educational Resources Information Center

    Wade, Quentarius Dewayne

    2012-01-01

    Using a correlational research design, this dissertation sought to examine the variables--self-efficacy, motivation, reading attitude, and gender--which could serve as a predictors for reading achievement with a purposive sample of 81 African-American 5th grade males attending two elementary schools in North Texas. Using a bivariate correlation,…

  15. Tools for Providing Feedback in Reading: A Reading Assessment Handbook for All Teachers in Grades 3-12

    ERIC Educational Resources Information Center

    Williamson, Jan; McMunn, Nancy; Reagan, Hope

    2004-01-01

    The purpose of this handbook is to assist teachers in assessing their students in reading, regardless of the grade level or subject they teach. It is intended as a starting point on the journey to helping students become effective readers, regardless of the material they are reading. SERVE, a Regional Educational Laboratories, has adapted this…

  16. Tools for Providing Feedback in Reading: A Reading Assessment Handbook for All Teachers in Grades 3-12

    ERIC Educational Resources Information Center

    Williamson, Jan

    2004-01-01

    The purpose of this handbook, is to assist teachers in assessing their students in reading, regardless of the grade level or subject they teach. It is intended as a starting point on the journey to helping students become effective readers, regardless of the material they are reading. SERVE, one of the Regional Educational Laboratories, has…

  17. The Role of Reading Disability Risk and Environmental Protective Factors in Students' Reading Fluency in Grade 4

    ERIC Educational Resources Information Center

    Kiuru, Noona; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2013-01-01

    This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the…

  18. The Effect of Repeated Readings within Readers Theater on the Reading Fluency Rates of At-Risk Third Grade Students

    ERIC Educational Resources Information Center

    Fry, Margaret Elaine

    2010-01-01

    Previous research has demonstrated that various reading intervention strategies have shown improvement over time. In a rural south central Pennsylvania school district, 25% of the third grade students are not proficient in reading, leading to possible disadvantages throughout life. This study investigated whether the theory of automaticity…

  19. The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency

    PubMed Central

    Abbott, Mary; Wills, Howard; Miller, Angela; Kaufman, Journ

    2013-01-01

    This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 2nd graders and 974 3rd graders. Participants were assessed using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Woodcock Reading Mastery Test (WRMT) Passage Comprehension subtest. Results from this study further illuminate the significant relationships between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low oral reading fluency and high error rates predict the level of passage comprehension performance. For second grade students below benchmark, a fall assessment error rate of 28% predicts that student comprehension performance will be below average. For third grade students below benchmark, the fall assessment cut point is 14%. Instructional implications of the findings are discussed. PMID:24319307

  20. Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures

    ERIC Educational Resources Information Center

    Kirkham, Scott; Lampley, James H.

    2014-01-01

    The purpose of this study was to investigate the relationship between three predictor variables (Fall R-CBM, Winter R-CBM, and Spring R-CBM) and the Tennessee Comprehensive Assessment Program third grade reading and language arts assessment. The population selected for this study included all third grade students from an East Tennessee school…

  1. Reading between the Lines: Contributing Factors that Affect Grade 5 Student Reading Performance as Measured across South Africa's 11 Languages

    ERIC Educational Resources Information Center

    van Staden, Surette; Howie, Sarah

    2012-01-01

    This article reports on the South African results of a study to identify and explain relationships between some major factors associated with successful reading at Grade 5. With 11 official languages, educational policy in South Africa advocates an additive bilingualism model, and students in Grades 1 to 3 are taught in their mother tongue.…

  2. Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?

    ERIC Educational Resources Information Center

    Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov; Conlin, Catherine Ross

    2012-01-01

    Purpose: In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and…

  3. How Fifth-Grade Students Use Story Mapping to Aid Their Reading Comprehension

    ERIC Educational Resources Information Center

    Weih, Timothy G.

    2000-01-01

    This thesis examined the reading comprehension process of three fifth-grade students who demonstrated the ability to read and write fluently but had difficulties remembering and understanding important information about what they read. The aim of this research was to develop and implement an effective teaching strategy for low-achieving students…

  4. Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions

    ERIC Educational Resources Information Center

    Denton, Carolyn A.

    2012-01-01

    The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention…

  5. Home Parental Assistance for Underachieving Readers in Third Grade Using Read-at-Home Program Kits.

    ERIC Educational Resources Information Center

    Izzo, Theresa Eleanor

    Sixty-four third-grade pupils who were underachieving in reading participated in a study to determine the effect of parental home instruction in reading. A four-cell experimental design was used with two treatment factors: programmed home reading instruction given by mothers trained to administer the program versus no instruction, and mother's…

  6. Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004

    ERIC Educational Resources Information Center

    Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

    2010-01-01

    In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct…

  7. A Musical Approach to Reading Fluency: An Experimental Study in First-Grade Classrooms

    ERIC Educational Resources Information Center

    Leguizamon, Daniel F.

    2010-01-01

    The purpose of this quantitative, quasi-experimental study was to investigate the relationship between Kodaly-based music instruction and reading fluency in first-grade classrooms. Reading fluency and overall reading achievement were measured for 109 participants at mid-point in the academic year pre- and post treatment. Tests were carried out to…

  8. Paths to Reading Comprehension in At-Risk Second-Grade Readers

    ERIC Educational Resources Information Center

    Berninger, Virginia W.; Abbott, Robert D.; Vermeulen, Karin; Fulton, Cynthia M.

    2006-01-01

    Two studies of second graders at risk for reading disability, which were guided by levels of language and functional reading system theory, focused on reading comprehension in this population. In Study 1 (n = 96), confirmatory factor analysis of five comprehension measures loaded on one factor in both fall and spring of second grade. Phonological…

  9. Enhancing Literacy in the Second Grade: Five Related Studies Using the Register Music/Reading Curriculum

    ERIC Educational Resources Information Center

    Darrow, Alice-Ann; Cassidy, Jane W.; Flowers, Patricia J.; Register, Dena; Sims, Wendy; Standley, Jayne M.; Menard, Elizabeth; Swedberg, Olivia

    2009-01-01

    The purpose of these five related studies was to ascertain the effects of a music curriculum designed to enhance reading skills of second-grade students. The dependent variables were subtest scores on the Gates-MacGinitie Reading Test administered pre and post the music/reading intervention. Results showed that the total test gain scores of…

  10. AN ANALYSIS OF EIGHT DIFFERENT READING INSTRUCTIONAL METHODS USED WITH FIRST GRADE STUDENTS.

    ERIC Educational Resources Information Center

    CAMPBELL, PAUL B.; AND OTHERS

    DURING THE SCHOOL YEAR 1965-66, GROUPS OF FIRST-GRADE PUPILS IN THE LIVONIA SCHOOL SYSTEM, MICHIGAN, WERE PROVIDED WITH READING INSTRUCTION MATERIALS FROM EIGHT PUBLISHERS REPRESENTING EIGHT APPROACHES AS PART ONE OF A 2-YEAR STUDY. THE MATERIALS WERE THE LIPPINCOTT BASIC READING SERIES, THE SCIENCE RESEARCH ASSOCIATES BASIC READING SERIES, THE…

  11. Reading for Meaning: Fostering Comprehension in the Middle Grades. Language and Literacy Series.

    ERIC Educational Resources Information Center

    Taylor, Barbara M., Ed.; Graves, Michael F., Ed.; van den Broek, Paul, Ed.

    Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current…

  12. Teacher Implementation of Guided Reading and the Effect on Students in Grades 3-5

    ERIC Educational Resources Information Center

    Huber, Melissa S.

    2011-01-01

    This mixed methods study explored implementing guided reading in grades 3-5 in a suburban school district located in Southeastern Pennsylvania. The purpose of this study was to evaluate how teachers implement guided reading in their classrooms and how the use of guided reading affects student achievement in Text Structure and Vocabulary, Reading…

  13. Exploring the Relationship between Literacy Coaching and Student Reading Achievement in Grades K-1

    ERIC Educational Resources Information Center

    Elish-Piper, Laurie; L'Allier, Susan K.

    2010-01-01

    This study explored the relationship between literacy coaching and student reading achievement in grades K-1 in a school district that received a Reading First grant. The study analyzed how literacy coaches spent their time and explored the relationship between the amount and content of coaching and student reading achievement at the teacher level…

  14. Correlates of Orthographic Learning in Third-Grade Children's Silent Reading

    ERIC Educational Resources Information Center

    Bowey, Judith A.; Miller, Robyn

    2007-01-01

    This study examined word identification, phonological recoding efficiency, familiar word reading efficiency, orthographic choice for familiar words and serial naming speed as potential correlates of orthographic learning following silent reading in third-grade children. Children silently read a series of short stories, each containing six…

  15. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

    ERIC Educational Resources Information Center

    Gove, Amber, Ed.; Wetterberg, Anna, Ed.

    2011-01-01

    This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools.…

  16. An Analysis of a Reading Rate Improvement Program in Grades Two, Four, and Six.

    ERIC Educational Resources Information Center

    Thomas, Sylvia Louise

    The problem of this study was concerned with instruction in reading rate acceleration and the effects upon comprehension. Correlates of reading achievement, sex, IQ, age, and interest were also considered. A six-week reading rate training program was completed by the three experimental classes randomly selected in each of grades two, four, and six…

  17. The Effects of a Comprehensive Reading Intervention Programme for Grade 3 Children

    ERIC Educational Resources Information Center

    Frost, Jorgen; Sorensen, Peer Moller

    2007-01-01

    A group of 37 8-year-old children who had scored below the 20th percentile on a national reading test were offered intensive reading instruction in groups of four during Grade 3 in two periods (10 and 5 weeks). The intervention was delivered by six teachers who received training in a comprehensive reading intervention programme called…

  18. First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status

    ERIC Educational Resources Information Center

    Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bryant, V. Joan; Hamlett, Carol L.; Lambert, Warren

    2012-01-01

    In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal…

  19. The Implementation of a Reading Recovery Program for At-Risk First-Grade Students

    ERIC Educational Resources Information Center

    Daniels, Angie L.

    2010-01-01

    This 8-week case study involved evaluating the impact of the Reading Recovery intervention program on students with reading difficulties. The participants of this case study were 2 at-risk first-grade students selected for participation in the Reading Recovery program, which provided 30 minutes daily of one-on-one instruction. This study employed…

  20. Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade

    PubMed Central

    Páez, Mariela; Rinaldi, Claudia

    2010-01-01

    This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed. PMID:20396623

  1. Introducing Laptops to Children: An Examination of Ubiquitous Computing in Grade 3 Reading, Language, and Mathematics

    ERIC Educational Resources Information Center

    Bernard, Robert M.; Bethel, Edward Clement; Abrami, Philip C.; Wade, C. Anne

    2007-01-01

    This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-­called "ubiquitous computing" program in a Quebec school district. CAT­3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer…

  2. The Nations Report Card: South Dakota Grade 4 and 8 Public Schools. State Reading 2013

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This report provides selected results for South Dakota's public school students at grades 4 and 8 from the National Assessment of Educational Progress (NAEP) assessment in reading. Results are reported by average scale scores and by achievement levels (Basic, Proficient, and Advanced). Key findings in grade 4 include: (1) Grade 4: In 2013, the…

  3. The Effect of Two Reading Programs on Grade 1 Students' Oral Reading Fluency

    ERIC Educational Resources Information Center

    Hardy, Susie

    2010-01-01

    The National Reading Panel has identified 5 essential components of reading instruction, all of which are needed to achieve the complex skill of reading, one of which is oral reading fluency (ORF). The Alabama Reading Initiative endorses teaching a scientifically research-based reading program to fidelity to raise ORF scores. In a rural Alabama…

  4. Developmental Relations between Reading Fluency and Reading Comprehension: A Longitudinal Study from Grade 1 to Grade 2

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Wagner, Richard K.; Lopez, Danielle

    2012-01-01

    From a developmental framework, relations among list reading fluency, oral and silent reading fluency, listening comprehension, and reading comprehension might be expected to change as children's reading skills develop. We examined developmental relations among these constructs in a latent-variable longitudinal study of first and second graders.…

  5. Comparing the Reading Behaviors in Three Groups of First Grade Students--Students Who Discontinued from Reading Recovery, Students Who Did Not Discontinue from Reading Recovery, and Students Who Never Needed Reading Recovery

    ERIC Educational Resources Information Center

    Greaney, Sharon

    2010-01-01

    The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…

  6. The Incremental Variance of Morphological Knowledge to Reading Comprehension in Grades 3-10 beyond Prior Reading Comprehension, Spelling, and Text Reading Efficiency

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Petscher, Yaacov; Bishop, M. Denise

    2012-01-01

    We know that knowledge of word structure--morphology--relates to reading, but there is limited research on its unique contribution to reading comprehension, especially with students in middle and high schools and with the nesting of students within classrooms taken into account. In this study with 4780 students in grades 3 to 10, we examined how…

  7. The Effects of Guided Reading Instruction on the Reading Comprehension and Reading Attitudes of Fourth-Grade At-Risk Students

    ERIC Educational Resources Information Center

    Bruce, Laquanda T.

    2010-01-01

    America's public schools have faced challenges in educating students, particularly those identified as at risk. According to the No Child Left Behind Act, nearly 70% of 4th grade students are unable to perform on a basic level on national reading tests. The research problem in this study addressed the significance of guided reading instruction,…

  8. Effects of Individualised and Small-Group Guided Oral Reading Interventions on Reading Skills and Reading Attitude of Poor Readers in Grades 2-4

    ERIC Educational Resources Information Center

    Oostdam, Ron; Blok, Henk; Boendermaker, Conny

    2015-01-01

    To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated…

  9. Effect of Repeated Reading and Self-Directed Behavior on Reading Skills and Generalization of the Reading Skills of Third-Grade Hill Tribe Students.

    ERIC Educational Resources Information Center

    Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay

    A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…

  10. Reading Fluency in the Middle and Secondary Grades

    ERIC Educational Resources Information Center

    Paige, David D.; Magpuri-Lavell, Theresa

    2014-01-01

    In this article we discuss the specifics of reading fluency and provide suggestions for identifying when reading is fluent and when it is not. We then discuss the important role that reading fluency plays in the attainment of literacy achievement and briefly review research results that highlight the relationship between fluency and comprehension.…

  11. Elective Reading Course for Grades 7-9.

    ERIC Educational Resources Information Center

    Thomson, Kathy

    The program of studies for a reading elective course for avid or potentially avid readers at the junior high school level contained in this guide represents an attempt to address problems experienced by young adult readers. The program would provide time for them to read, and it would allow students the opportunity to value reading whether it be…

  12. Sequential Levels of Reading Skills, Prekindergarten--Grade 12.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY.

    This guide is designed to help teachers, staff members responsible for teacher training, and reading supervisors provide better reading instruction. The skills that lead to mature reading are arranged on eight levels of developmental sequence. Level A is concerned with developing prereading skills. Levels B to D treat initiating and developing…

  13. Structure Graded Readings in English. Books One and Two.

    ERIC Educational Resources Information Center

    Costinett, Sandra

    These volumes are the first two in a series of structured reading materials for classes in English as a foreign language. These readers may be used to give initial training in reading to non-native speakers, or as supplementary material with other English language teaching texts. Each book is designed to give practice not only in reading but also…

  14. Monitoring early first-grade reading progress: a comparison of two measures.

    PubMed

    Clemens, Nathan H; Shapiro, Edward S; Wu, Jiun-Yu; Taylor, Aaron B; Caskie, Grace L

    2014-01-01

    This study compared the validity of progress monitoring slope of nonsense word fluency (NWF) and word identification fluency (WIF) with early first-grade readers. Students (N = 80) considered to be at risk for reading difficulty were monitored with NWF and WIF on a 1-2 week basis across 11 weeks. Reading skills at the end of first grade were assessed using measures of passage reading fluency, real and pseudoword reading efficiency, and basic comprehension. Latent growth models indicated that although slope on both measures significantly predicted year-end reading skills, models including WIF accounted for more variance in spring reading skills than NWF, and WIF slope was more strongly associated with reading outcomes than NWF slope. Analyses of student growth plots suggested that WIF slope was more positively associated with later reading skills and discriminated more clearly between students according to successful or unsuccessful year-end reading outcomes. Although both measures may be used to monitor reading growth of at-risk students in early first grade, WIF may provide a clearer index of reading growth. Implications for data-based decision-making are discussed. PMID:22941462

  15. English Language Arts Curriculum Guide; Reading, Grades 7-12. Supplement No. 2. A Guide for the Development of Reading and Study Skills.

    ERIC Educational Resources Information Center

    Gary City Public School System, IN.

    GRADES OR AGES: Grades 7-12. SUBJECT MATTER: Reading. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes the philosophy and goals of reading instruction, organization and methods, schedule, class record sheet, group informal inventories, basic principles, guided reading lessons, secondary individual developmental reading…

  16. Development of Spelling and Differential Relations to Text Reading in Grades 3-12

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Petscher, Yaacov

    2010-01-01

    The authors claim that assessing spelling in Grades 3-12 has utility. They base their claim on data from 875,040 students in Grades 3-12 in 52,923 classes in 840 Florida schools who took the Reading Comprehension, Maze, and Word Analysis spelling portions of the "Florida Assessments for Instruction in Reading" during the 2009-2010 school year. The…

  17. NAEP 1992 Reading State Report for Hawaii. The Trial State Assessment at Grade 4.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1992, the NAEP Program included an expanded TSA in fourth-grade reading. The 1992 reading assessment considered students' performance in situations that…

  18. Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

    ERIC Educational Resources Information Center

    Ciampa, Katia

    2012-01-01

    This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…

  19. easyCBM® Reading Criterion Related Validity Evidence: Grades 2-5. Technical Report #1310

    ERIC Educational Resources Information Center

    Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

    2013-01-01

    In this technical report, we present the results of a study to gather criterion-related evidence for Grade 2-5 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Gates-MacGinitie Reading Tests and the Dynamic…

  20. Identifying Writing Difficulties in First Grade: An Investigation of Writing and Reading Measures

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.; Coker, David L., Jr.

    2014-01-01

    Early identification of students who are at risk for writing difficulties is an important first step in improving writing performance. First grade students (N = 150) were administered a set of early writing measures and reading measures in January. Sentence Writing Quality and Oral Reading Fluency demonstrated strong classification accuracy when a…

  1. Assessing Reading: Multiple Measures for Kindergarten through Twelfth Grade. 2nd Edition

    ERIC Educational Resources Information Center

    Diamond, Linda, Ed.; Thorsnes, B. J., Ed.

    2008-01-01

    This book contains a collection of formal and informal reading assessments for use with students in Grades K-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these…

  2. Reading Interventions for Students with Learning Disabilities in the Upper Elementary Grades

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Kent, Shawn C.

    2012-01-01

    For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

  3. Construct Systems of Seventh-Grade Students and Their Relationships to Reading Achievement.

    ERIC Educational Resources Information Center

    Walker, Rena M.

    A study was conducted to examine students' reading difficulties from a metacognitive perspective by considering the content of their awareness and the control they demonstrated over that awareness as they reflected on similarities and differences in various types of reading materials. Subjects were 35 seventh grade students representing seven…

  4. Using Literature Circles to Increase Reading Comprehension in Third Grade Elementary Students

    ERIC Educational Resources Information Center

    Briggs, Shawna R.

    2010-01-01

    Reading comprehension strategies are important skills for a child to learn. Good strategies support struggling students to be more successful in all subjects at school as reading is the basis for subsequent mastery of most subjects (Bender & Larkin, 2003). This action research project examined the use of literature circles in a third grade class.…

  5. Listening Accompaniment to Silent Reading of Plays in Grade Four: Imagery and Comprehension.

    ERIC Educational Resources Information Center

    Jones, Joyce

    Fourteen plays were designed to evaluate fourth grade children's abilities to respond to reading plays both with and without oral accompaniment. The study involved 378 children, representing a cross section of socioeconomic and ethnic backgrounds, each of whom read half of each play silently and the other half while listening to a taped…

  6. Reading Error Protocol Study: A Data Base. Volume VI. Grades Eight through Ten.

    ERIC Educational Resources Information Center

    Simons, Herbert D.; Chambers, Richard

    This is the last of six volumes providing information drawn from a project designed to compile a substantial data base on reading errors for use by researchers and teachers. This volume contains transcriptions of oral reading error studies conducted with eighth, ninth, and tenth grade students. The transcriptions are organized according to grade…

  7. The Effects of a Composing Model on Fifth Grade Students' Reading Comprehension.

    ERIC Educational Resources Information Center

    Prater, Doris L.; Terry, C. Ann

    A study was conducted to determine whether students who mapped prior and post knowledge of a basal reading lesson would achieve higher scores on a comprehension test and write better summaries of those stories than would students who received traditional basal reading instruction. Subjects, 30 fifth grade students, participated in either a…

  8. The Relationship between Mathematics and Reading/Language Arts TCAP Scores Among Third Grade Males

    ERIC Educational Resources Information Center

    Kariuki, Patrick; Shelton, Whitney

    2009-01-01

    The purpose of this study was to determine the relationship between mathematics and reading/language arts Comprehensive Assessment Program (TCAP) scores at a selected elementary school. The sample consisted of 12 randomly selected males in a third grade classroom. Data were collected for this study using the overall reading/language arts subtest…

  9. Effect of Formal Study Skills Training on Sixth Grade Reading Achievement.

    ERIC Educational Resources Information Center

    Udziela, Theresa

    A study examined whether sixth grade students taught formal study skills would obtain significantly higher reading achievement than those not taught these skills. Study skills can be broken down into ten or more skill areas including: study habits, time management, test taking, lecture notetaking, reading comprehension, vocabulary, test anxiety,…

  10. The Contribution of Morphological Knowledge to 7th Grade Students' Reading Comprehension Performance

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Neel, Joanna; Matatall, Abbey; Richards, Andrea

    2015-01-01

    In this study, we examined the role of morphology, an important yet largely understudied source of difficulty, in reading ability among 7th grade students in one junior high school in the southwestern United States. We sought to find out how much variance in reading ability is accounted for by these students' morphological knowledge, and whether…

  11. Vocabulary and Syntactic Knowledge Factors in 5th Grade Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Niederhauser, Dale S.

    2013-01-01

    In this study, we examined 5th grade students' levels of vocabulary knowledge and syntactic awareness relative to their reading comprehension performance. The aim was to explore the contributions of vocabulary and syntactic awareness as potential sources of reading comprehension difficulty for these readers. Overall, we found that both vocabulary…

  12. The Relationship Between Listening and Reading Comprehension of Different Types of Text at Increasing Grade Levels

    ERIC Educational Resources Information Center

    Diakidoy, Irene-Anna; Stylianou, Polyxeni; Karefillidou, Christina; Papageorgiou, Panayiota

    2004-01-01

    This study examined the hypotheses that (a) the relationship between listening and reading comprehension becomes stronger after decoding mastery; (b) the difference between listening and reading decreases with increasing grade level; and (c) similar patterns of relationship and difference are obtained with narrative and expository texts. The…

  13. Becoming a Self-Regulated Reader: A Study of Primary-Grade Students' Reading Strategies

    ERIC Educational Resources Information Center

    Martin, Linda E.; Kragler, Sherry

    2011-01-01

    The purpose of this article is to report the results of a study that examined young readers' metacognitive processes and strategies while reading. An interview procedure was conducted while 109 children (high, average, and low readers) in kindergarten (three classrooms) and first grade (four classrooms) read familiar and unfamiliar text.…

  14. Monitoring Early First-Grade Reading Progress: A Comparison of Two Measures

    ERIC Educational Resources Information Center

    Clemens, Nathan H.; Shapiro, Edward S.; Wu, Jiun-Yu; Taylor, Aaron B.; Caskie, Grace L.

    2014-01-01

    This study compared the validity of progress monitoring slope of nonsense word fluency (NWF) and word identification fluency (WIF) with early first-grade readers. Students ("N" = 80) considered to be at risk for reading difficulty were monitored with NWF and WIF on a 1-2 week basis across 11 weeks. Reading skills at the end of first…

  15. The Contribution of Early Home Literacy Activities to First Grade Reading and Writing Achievements in Arabic

    ERIC Educational Resources Information Center

    Aram, Dorit; Korat, Ofra; Hassunah-Arafat, Safieh

    2013-01-01

    This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother-child shared book reading and joint writing). The contribution of these activities in kindergarten to children's reading and writing at the end of…

  16. Interactive Read-Alouds for English Learners in the Elementary Grades

    ERIC Educational Resources Information Center

    Giroir, Shannon; Grimaldo, Leticia Romero; Vaughn, Sharon; Roberts, Greg

    2015-01-01

    This article describes the implementation of a read-aloud routine focused on the development of vocabulary knowledge and comprehension for English Learners (ELs) in grades K-3. This paper describes the steps of a daily read-aloud system, including key applications of second language acquisition and culturally responsive pedagogy with examples of…

  17. The Effects of Written Language Awareness on First Grade Reading Achievement.

    ERIC Educational Resources Information Center

    Taylor, Nancy E.; Blum, Irene H.

    A battery of four reading readiness assessment tasks was administered to 267 first grade students to determine if the tasks predicted reading achievement as well as the Metropolitan Readiness Test (MRT). The four tasks, which were the best predictors in a previous study of seven readiness tasks, were the aural word boundaries task, the…

  18. The Difficulties That Seventh Grade Students Face in Comprehensive Reading Skill for English Curricula

    ERIC Educational Resources Information Center

    Albdour, Waddah Mahmoud

    2015-01-01

    The study aims at identifying the difficulties affecting the student in the area of reading comprehension skill in English language curricula, measuring the differences in English language teachers' attitudes towards difficulties that seventh grade students face in reading comprehension skill for English language according to personal variables.…

  19. The Effects of an ICT-Based Reading Intervention on Students' Achievement in Grade Two

    ERIC Educational Resources Information Center

    Schneider, Deborah; Chambers, Alex; Mather, Nancy; Bauschatz, Retina; Bauer, Meredyth; Doan, Lesli

    2016-01-01

    A controlled quasi-experimental design was used to evaluate the effects of the use of MindPlay Virtual Reading Coach on participants' reading and spelling achievement. After attrition, participants included 170 students enrolled in eight second-grade classrooms (four classrooms in each school) in two public elementary schools in the southwestern…

  20. English Reading Skills of Kindergarten and Grade One French Immersion Students [and] Response.

    ERIC Educational Resources Information Center

    Kendall, Janet Ross; And Others

    The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of…

  1. First-Grade Teachers' Response to Three Models of Professional Development in Reading

    ERIC Educational Resources Information Center

    Carlisle, Joanne F.; Cortina, Kai Schnabel; Katz, Lauren A.

    2011-01-01

    The purpose of this study was to compare 1st-grade teachers' responses to professional development (PD) programs in reading that differed in means and degree of support for teachers' learning and efforts to improve their reading instruction. We compared 3 models of PD: the 1st model provided only seminars for the teachers, the 2nd model provided…

  2. Student Performance on the 2013 Assessment Program in Primary Reading (Kindergarten to Grade 2). Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2013-01-01

    This evaluation report provides details for school year 2013 on the percentage of primary students who met or exceeded grade-level reading benchmarks on the Montgomery County (Maryland) Public Schools' (MCPS) Assessment Program in Primary Reading (AP-PR). The percentage remained above 90% for kindergarten students and showed a small decrease for…

  3. The Nation's Report Card Reading 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2010

    2010-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's student achievement in reading. In…

  4. The Effects of a Teacher-Guided Library Selection Program on Fourth-Grade Reading Achievement

    ERIC Educational Resources Information Center

    Weber, Sherri M.

    2009-01-01

    The purpose of this mixed methods study was to examine the impact that a teacher-guided library selection program had on overall reading scores and how this program may or may not promote reading improvement of fourth-grade students at a small suburban school in western New York. Forty fourth graders were used as the sample population, which was…

  5. Improving Reading Achievement of First Grade Students by Integrating Phonics Skills into a Whole Language Curriculum.

    ERIC Educational Resources Information Center

    Batjes, Kathy; Brown, Theresa

    An action research study implemented a program for improving the reading ability of first-grade students who enter school with low reading readiness skills. The targeted population came from a mid-size, middle-class town in northern Illinois that has experienced recent growth and socioeconomic changes. The problem was evidenced by teacher…

  6. Relationships between Reading Ability in Third Grade and Phonological Awareness in Kindergarten

    ERIC Educational Resources Information Center

    Pannell, Melissa

    2012-01-01

    The purpose of this study was to identify relationships that exist between reading ability in 3rd grade and phonological awareness in kindergarten. A second purpose was to identify specific prereading skills that best predict later reading success. This study used a quantitative research design to answer the research questions posed. The…

  7. "I Am in Grade One and I Can Read!" The Readers' Workshop

    ERIC Educational Resources Information Center

    Mounla, Ghina; Bahous, Rima; Nabhani, Mona

    2011-01-01

    This study analyzed the effects of the implementation of the readers' workshop on students' reading levels and comprehension skills in a first-grade, mixed-ability classroom in Lebanon. The instruments used at the beginning were running records and reading continuums, and at the end of the academic year, teachers' professional notebooks and notes…

  8. Extensive Reading for Second Language Learners of Japanese in Higher Education: Graded Readers and Beyond

    ERIC Educational Resources Information Center

    Nakano, Teiko

    2016-01-01

    This paper reports on the implementation of Japanese extensive reading with international students studying at a Japanese university using graded readers (GRs). GRs chosen for the present study were simplified versions of original Japanese literature and were used to support students in acquiring a top-down reading strategy, a wide range of…

  9. An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention

    ERIC Educational Resources Information Center

    Denton, Carolyn A.; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Fletcher, Jack M.

    2011-01-01

    This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2…

  10. Monitoring Early Reading Development in First Grade: Word Identification Fluency Versus Nonsense Word Fluency

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

    2004-01-01

    This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…

  11. Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G.; Cirino, Paul T.; Carlson, Coleen D.; Pollard-Durodola, Sharolyn D.; Cardenas-Hagan, Elsa; Francis, David J.

    2006-01-01

    The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within…

  12. The Impact of Michigan 1970-71 Grade Three Title I Reading Programs.

    ERIC Educational Resources Information Center

    Marco, Gary L.

    An overall analysis is made of the impact of Grade 3 Title I reading programs in the State of Michigan. An attempt is made to estimate the effectiveness of particular reading programs for low-scoring, middle-scoring, and high-scoring pupils for the purpose of identifying exemplary programs. In addition, a rank ordering of the various programs…

  13. A Comparison of Three Reading Tests for Determining Reading Grade Level of Navy Recruits.

    ERIC Educational Resources Information Center

    Jones, Paul L.; Armitage, Bonnie J.

    Having implemented a testing procedure using the Gates-MacGinitie Reading Tests to identify recruits with reading deficiencies, the United States Navy conducted a study comparing the performance of recruits on three different reading tests. A total of 716 recruits completed the comprehension portion of the Gates-MacGinitie Reading Tests, the Tests…

  14. The Relationship between Reading Fluency, Writing Fluency, and Reading Comprehension in Suburban Third-Grade Students

    ERIC Educational Resources Information Center

    Palmer, Mary Leonard

    2010-01-01

    The topic of reading fluency is of great importance in education today. Research has shown a significant positive relationship between reading fluency and reading comprehension. However, little is known about writing fluency and its connection with reading comprehension. The purpose of this study was to examine the relationships between reading…

  15. Identification of Students in Late Elementary Grades with Reading Difficulties

    ERIC Educational Resources Information Center

    Lai, Cheng-Fei

    2012-01-01

    Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because…

  16. Learning from Picturebooks: Reading and Writing Multimodally in First Grade

    ERIC Educational Resources Information Center

    Martens, Prisca; Martens, Ray; Doyle, Michelle Hassay; Loomis, Jenna; Aghalarov, Stacy

    2013-01-01

    This article shares the authors' work with first graders and how, through various reading, writing, and art experiences around picturebooks, the children learned to read and communicate through art along with written language. The work is grounded in multimodality theory and the belief that all modes (particularly art for the purposes of this…

  17. Eighth Grade Assessment of Mathematics and Reading. 1989 Summary Report.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    In February 1989, statewide assessment tests in reading, mathematics, and writing were given to a sample of eighth graders throughout Oregon. The results and analyses of reading and mathematics assessments are presented. Important trends are described based on the analysis of data from 1985, 1987, and 1989. The 1989 information provides the first…

  18. Predicting Third Grade Reading Success from Kindergarten Phonological Awareness

    ERIC Educational Resources Information Center

    Robinson, Stephanie J.

    2013-01-01

    Although phonological awareness (PA) is an essential preliteracy skill with well-established predictive validity for elementary school reading success, previous research indicates that PA intervention does not demonstrate long term effects on reading. The theory of automaticity was the underlying foundation used to understand the importance of…

  19. Research-Based Methods of Reading Instruction, Grades K-3

    ERIC Educational Resources Information Center

    Vaughn, Sharon; Linan-Thompson, Sylvia

    2004-01-01

    Get your reading program on the right track using research-based teaching strategies from this helpful guide. Learn what you need to know about five essential elements of reading, why you should teach them, and how. A treasure chest of research-based instructional activities helps you: (1) Build students phonemic awareness; (2) Teach phonics and…

  20. The Prediction of Reading Achievement in Grade One.

    ERIC Educational Resources Information Center

    Morrison, James B., Jr.

    The purpose of this study was to devise a simple instrument that could be helpful in predicting reading success by classroom teachers and school administrators who are not experts in the field of reading. The subjects, 190 randomly selected first graders, were given "Alphabet" and "Numbers" of the Metropolitan Readiness Tests and "Information" and…

  1. Are Attitudes toward Writing and Reading Separable Constructs? A Study with Primary Grade Children

    ERIC Educational Resources Information Center

    Graham, Steve; Berninger, Virginia; Abbott, Robert

    2012-01-01

    This study examined whether attitude toward writing is a unique and separable construct from attitude toward reading for young beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). We individually administered to each child a 24-item attitude measure that contained…

  2. Comparing Two Approaches for Teaching Rhythm Reading Skills to First-Grade Children: A Pilot Study

    ERIC Educational Resources Information Center

    Gauthier, Delores; Dunn, Robert E.

    2004-01-01

    This pilot study compared two approaches for teaching rhythm reading skills to first-grade children. Two intact first-grade classes participated in six lessons focusing on simple rhythms (4 beats using eighth and quarter notes). The lessons were based on the same musical materials; only the approach was varied. After random assignment, Class 1…

  3. Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

    ERIC Educational Resources Information Center

    Rinaldi, Claudia; Paez, Mariela

    2008-01-01

    This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a…

  4. "Language Enrichment" Teacher Preparation and Practice Predicts Third Grade Reading Comprehension

    ERIC Educational Resources Information Center

    Carreker, Suzanne H.; Swank, Paul R.; Tillman-Dowdy, Lynn; Neuhaus, Graham F.; Monfils, Mary Jo; Montemayor, Mary Lou; Johnson, Paul

    2005-01-01

    First and second grade public school teachers were trained through interactive video-conferencing to implement "Language Enrichment," an Orton-Gillingham-based literacy instruction. The effectiveness of the linguistically informed training was demonstrated by documenting the longitudinal third grade reading comprehension achievement of their…

  5. The Nelson-Denny Reading Test as a Predictor of College Freshman Grades.

    ERIC Educational Resources Information Center

    Wood, Peter H.

    1982-01-01

    The purpose of this study was to determine the difficulty level, the internal consistency, and the usefulness of the Nelson-Denny Reading Test (NDRT) as a predictor of college freshmen grades. Adding the NDRT to a prediction equation already containing high school grade point average did improve the prediction. (Author/BW)

  6. Impact of Leveled Reading Books on the Fluency and Comprehension Levels of First Grade Students

    ERIC Educational Resources Information Center

    Seals, Melissa Paige

    2013-01-01

    The purpose of this nonequivalent, control group, pretest-posttest design study was to evaluate the effectiveness of leveled book programs on first-grade students' oral reading fluency rates and comprehension levels. This study was conducted over a 10-week time span with four first-grade classes. All of the students in each class were given a…

  7. The Effect of Multiple Strategy Instruction on the Reading Comprehension of First-Grade Students

    ERIC Educational Resources Information Center

    Hayes, Suzanne Scott

    2012-01-01

    The researcher studied the effect of multiple strategy instruction on the reading comprehension of low-achieving and average first-grade readers, and gifted first-grade students. The researcher also sought to determine how the effect of multiple strategy instruction differs according to gender. Running records and "Assessing Comprehension…

  8. Predictive Values of Selected Auditory Perceptual Factors in Relation to Measured First Grade Reading Achievement.

    ERIC Educational Resources Information Center

    McNinch, George

    A study was conducted to determine the relationship between auditory perceptual skills and first-grade reading success when readiness and intelligence measures were used in conjunction with auditory skills assessments. Sex differences were also considered. Six boys and six girls were randomly selected from each of 10 first-grade classrooms.…

  9. Increasing Primary Grade Children's Reading/Language Arts Worktime: Making Changes in Procedures, Organization, and Seatwork.

    ERIC Educational Resources Information Center

    Yatvin, Joanne

    To confirm or refute impressions that primary grade children do little in the way of actual school work during the day, a principal conducted informal observations in several first and second grade classrooms. Each type of activity the children might perform, such as reading, coloring, or moving about the room, was grouped into three major…

  10. "I Can Read Accurately but Can't Understand the Text Read": The Effects of Using a Reading Intervention on Fifth-Grade Students' "Word Callers" Reading Comprehension Achievement

    ERIC Educational Resources Information Center

    Grant, Christina E.

    2013-01-01

    The purpose of this study was to determine the effects of an intervention of five researched reading strategies on fifth-grade students' "word callers" reading achievement. Twenty-one fifth-grade students attending elementary schools in midwestern United States participated in this study. Students were randomly assigned to either the…

  11. Assessing the Effectiveness of Peer-Assisted Learning Strategies (PALS) Reading Program on Sixth-Grade Students Comprehension, Fluency, and Attitude toward Reading, with Nonfiction Texts

    ERIC Educational Resources Information Center

    Abbondanza, Mark A.

    2013-01-01

    The purpose of the study was to implement and evaluate the effectiveness of the Peer-Assisted Learning Strategies (PALS) supplemental reading program to determine if there was an increase in sixth grade students' reading comprehension, oral fluency, and attitude toward reading, specifically when reading nonfiction text. One-hundred sixty-four…

  12. Matthew Effects in Children with Learning Disabilities: Development of Reading, IQ, and Psychosocial Problems from Grade 2 to Grade 8.

    ERIC Educational Resources Information Center

    Scarborough, Hollis S.; Parker, Jennifer D.

    2003-01-01

    Reading Achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. "Matthew effects" did not occur for most of the children with learning disabilities, although a widening of the group difference in IQ was seen between the math disabled and nondisabled groups. Elevated rates of…

  13. The Structure of an Early Reading Test in Grade 1: In Search of a Relationship with Reading in Spanish

    ERIC Educational Resources Information Center

    Lara, Monica

    2010-01-01

    This study examined the "Tejas LEE or El Inventario de Lectura en Espanol de Tejas" (Grade 1) to determine if a relationship existed between reading comprehension in Spanish and the tested skills on the diagnostic assessment. This quantitative research design evaluated the psychometric characteristics of the Tejas LEE and followed customary…

  14. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students

    ERIC Educational Resources Information Center

    Lencioni, Gina M.

    2013-01-01

    The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. Cognitive measures included California State Test scores,…

  15. Reading To Learn: Lessons from Exemplary Fourth-Grade Classrooms.

    ERIC Educational Resources Information Center

    Allington, Richard L.; Johnston, Peter H.

    Fourth graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper elementary grades. This book goes beyond "political catch phrases" to examine what actually works in the fourth-grade classroom. The book offers a view of the techniques and strategies…

  16. Nutrition Super Stars [5th and 6th Grades].

    ERIC Educational Resources Information Center

    Houtkooper, Linda; And Others

    This nutrition and physical fitness curriculum kit provides a means for students, teachers, parents, and school health and food service staff to learn about the nutritional value of food and the relationship of food and physical fitness to growth, development, and health; develop food and activity habits which promote good health; and share this…

  17. Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children

    PubMed Central

    Graham, Steve; Berninger, Virginia; Abbott, Robert

    2012-01-01

    This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933

  18. Do Children See the "Danger" in "Dangerous"? Grade 4, 6, and 8 Children's Reading of Morphologically Complex Words

    ERIC Educational Resources Information Center

    Deacon, S. Helene; Whalen, Rachel; Kirby, John R.

    2011-01-01

    We examined whether Grade 4, 6, and 8 children access the base form when reading morphologically complex words. We asked children to read words varying systematically in the frequency of the surface and base forms and in the transparency of the base form. At all grade levels, children were faster at reading derived words with high rather than low…

  19. The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

    ERIC Educational Resources Information Center

    Moses, Britani Creel

    2010-01-01

    The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

  20. A Phenomenological Investigation of Male At-Risk Sixth, Seventh and Eighth Grade Students' Perceptions toward Reading

    ERIC Educational Resources Information Center

    Douma, Jason Scott

    2012-01-01

    The purpose of this phenomenological study was to investigate the perceptions that male at-risk sixth, seventh and eighth grade students' possess toward reading at a small rural public school district in Michigan. Male at-risk students was generally defined as students below grade level in reading based on their STAR reading assessment. Male…

  1. The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students

    ERIC Educational Resources Information Center

    Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David

    2014-01-01

    We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N =…

  2. The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills

    ERIC Educational Resources Information Center

    Johnson, Diane D.

    2011-01-01

    An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…

  3. Validation of a supplemental reading intervention for first-grade children.

    PubMed

    Case, Lisa Pericola; Speece, Deborah L; Silverman, Rebecca; Ritchey, Kristen D; Schatschneider, Christopher; Cooper, David H; Montanaro, Elizabeth; Jacobs, Dawn

    2010-01-01

    This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children's reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effects. Findings support the validity of a brief intervention for students at risk for reading failure that may inform Tier 2 interventions within a Response to Intervention framework. PMID:20375291

  4. Validation of a Supplemental Reading Intervention for First-Grade Children

    PubMed Central

    Case, Lisa Pericola; Speece, Deborah L.; Silverman, Rebecca; Ritchey, Kristen D.; Schatschneider, Christopher; Cooper, David H.; Montanaro, Elizabeth; Jacobs, Dawn

    2011-01-01

    This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children’s reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effects. Findings support the validity of a brief intervention for students at risk for reading failure that may inform Tier 2 interventions within a Response to Intervention framework. PMID:20375291

  5. Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.

    2016-01-01

    Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition retrieval (end of second grade), and calculations and word reading (end of third grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly…

  6. An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties

    PubMed Central

    Denton, Carolyn A.; Fletcher, Jack M.; Taylor, W. Pat; Barth, Amy E.; Vaughn, Sharon

    2015-01-01

    Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. PMID:26779296

  7. A STUDY OF A LONGITUDINAL FIRST GRADE READING READINESS PROGRAM.

    ERIC Educational Resources Information Center

    SPACHE, GEORGE D.; AND OTHERS

    THIS PROJECT ANALYZED A LONGITUDINAL READING PROGRAM FOR IDENTIFICATION OF GROWTH IN ABILITIES, AND THE RELATIONSHIP BETWEEN TESTS. APPROXIMATELY 60 PUPILS FROM CONTROL AND EXPERIMENTAL CLASSES RECEIVED INTENSIVE READINESS TRAINING IN VISUAL PERCEPTION, AUDITORY DISCRIMINATION, AND LANGUAGE SKILLS. ALL WERE TESTED AT 25-MONTH INTERVALS. ANALYSES…

  8. Anxiety and Response to Reading Intervention among First Grade Students

    ERIC Educational Resources Information Center

    Grills, Amie E.; Fletcher, Jack M.; Vaughn, Sharon; Barth, Amy; Denton, Carolyn A.; Stuebing, Karla K.

    2014-01-01

    Background: For school-aged children with reading difficulties, an emerging and important area of investigation concerns determining predictors of intervention response. Previous studies have focused exclusively on cognitive and broadly defined behavioral variables. What has been missing, however, are studies examining anxiety, which is among the…

  9. Oral Language & Vocabulary Development: Grades K-1. Alabama Reading Initiative.

    ERIC Educational Resources Information Center

    Alabama State Dept. of Education, Montgomery.

    This inservice professional development module, part of the Alabama Reading Initiative, presents research summaries, notes for presenters, and activities. The Oral Language and Vocabulary module elaborates on a student's comprehension of text as it relates to the overlap between the student's system of language and the author's system of language.…

  10. Demonstration Booklet, 2001: Grade 4, Reading and Writing. Field Test.

    ERIC Educational Resources Information Center

    National Center for Education Statistics (ED), Washington, DC.

    This demonstration booklet illustrates the kinds of exercises or test questions and tasks used in the assessment of student achievement in reading and in writing by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections in one subject, and the assessment will…

  11. Effects of a Paired Bilingual Reading Program and an English-Only Program on the Reading Performance of English Learners in Grades 1-3

    ERIC Educational Resources Information Center

    Baker, Doris Luft; Park, Yonghan; Baker, Scott K.; Basaraba, Deni Lee; Kame'enui, Edward J.; Beck, Carrie Thomas

    2012-01-01

    This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrolled in first grade in 12 high-poverty, low-achieving schools at the beginning of the study. Results…

  12. Identification and Intervention Strategies for Preschool, Kindergarten, First and Second Grade Children at Risk for Reading Difficulties.

    ERIC Educational Resources Information Center

    Gray, Elizabeth

    Studies are reviewed on early identification and remediation of "at risk" preschool, 1st-, and 2nd-grade children to prevent possible future reading failure. The research review identifies essential characteristics of reading and reading acquisition, explains difficulties in learning how to read, explores variables within the individual child…

  13. Response to intervention for reading difficulties in the primary grades: some answers and lingering questions.

    PubMed

    Denton, Carolyn A

    2012-01-01

    The purpose of this article is to describe the current research base and identify research needs related to response to intervention (RTI) frameworks in primary-grade reading. Research is reviewed on early reading instruction and intervention, the implementation of multitiered reading interventions, and the determination of intervention responsiveness. Areas identified as in need of research include (a) the conditions under which early reading interventions are most effective in RTI contexts, (b) multitiered interventions for students with limited English proficiency, (c) reading instruction for students who make limited progress in Tier 3 intensive interventions, (d) criteria for determining intervention responsiveness, and (e) the effects of fully implemented RTI frameworks. Although RTI research may be expensive and difficult to implement, it may contribute to improved reading outcomes for many students who are otherwise at risk of serious negative life consequences. PMID:22491812

  14. Reading, Writing, and Revolution: Facilitating Social Activism in First Grade

    ERIC Educational Resources Information Center

    Silva, Janelle M.

    2016-01-01

    This article examines how teachers can develop a sense of social activism in students through critical multiculturalism. Drawing upon data from a nine-month participant observation study of a first-grade public charter school classroom in central California, this article highlights how teachers can integrate critical multiculturalism within an…

  15. PREFACE: 6th Liquid Matter Conference

    NASA Astrophysics Data System (ADS)

    Dijkstra, Marjolein; van Roij, René; Vroege, Gert Jan; Lekkerkerker, Henk; Frenkel, Daan

    2005-11-01

    This special issue of Journal of Physics: Condensed Matter contains the Proceedings of the 6th Liquid Matter Conference held in Utrecht, The Netherlands, 2-6 July 2005. The three-yearly Liquid Matter Conference is organized by the Liquids Section of the Condensed Matter Division of the European Physical Society. This series of meetings began in Lyon in 1990. The most recent meeting was held in 2003 in Konstanz. The aim of the Liquid Matter Conferences is to bring together scientists working on the liquid state of matter. This rapidly growing field includes the physics, chemistry, biology and chemical engineering of liquid matter as well as various applied research areas. In fact, the Utrecht meeting had, for the first time, a special session devoted to Fundamental Challenges in Applied Liquid Physics and Microfluidics. The Utrecht meeting had 760 registered participants from four continents. An important event at this meeting was the award of the First Liquid Matter Prize of the European Physical Society to Professor Jean-Pierre Hansen FRS, of Cambridge University. In addition to a plenary speech by the recipient of the Liquid Matter Prize, the scientific programme consisted of 10 plenary lectures, 117 symposia talks, 25 of which were keynote lectures and some 650 poster contributions. The meeting also hosted a one-day symposium of the Division of Liquids and Interfaces of the Chemical Sciences division of NWO. This special issue of Journal of Physics: Condensed Matter contains 61 of the oral communications. Liquid state physics is at the interface of many fields of research. As a consequence, many of the attendants come from adjacent fields and find in the Liquid Matter Conference a forum to meet experts from other areas of research. This aspect of the Liquid Matter Conference makes it an exciting meeting as it not only offers the participants an up-to-date picture of the status of research into the liquid state of matter, but it also allows them to establish new

  16. Using Arabic word identification fluency to monitor first-grade reading progress.

    PubMed

    Abu-Hamour, Bashir

    2014-05-01

    This study examined the applicability, reliability and validity of the Arabic version of the curriculum-based measurement word identification fluency (CBM WIF) measure in Jordanian students. A sample of 75 first-grade students, 50 average readers and 25 with reading difficulties, were recruited from two public primary schools. Results indicated that the CBM WIF is a reliable, valid and cost-effective measure. A 15-week trial demonstrated the effectiveness of using CBM WIF with the first-grade students. In addition, CBM WIF was a good predictor of grade point average in the native language. Moreover, students who were struggling with reading scored significantly lower on CBM WIF probes than did average readers. Results suggest that the CBM WIF measures may be useful for evaluating and predicting reading performance in Arabic. PMID:24375873

  17. 6th International Immunoglobulin Symposium: Poster presentations

    PubMed Central

    Fernandez-Cruz, E; Kaveri, S V; Peter, H-H; Durandy, A; Cantoni, N; Quinti, I; Sorensen, R; Bussel, J B; Danieli, M G; Winkelmann, A; Bayry, J; Käsermann, F; Späth, P; Helbert, M; Salama, A; van Schaik, I N; Yuki, N

    2009-01-01

    The posters presented at the 6th International Immunoglobulin Symposium covered a wide range of fields and included both basic science and clinical research. From the abstracts accepted for poster presentation, 12 abstracts were selected for oral presentations in three parallel sessions on immunodeficiencies, autoimmunity and basic research. The immunodeficiency presentations dealt with novel, rare class-switch recombination (CSR) deficiencies, attenuation of adverse events following IVIg treatment, association of immunoglobulin (Ig)G trough levels and protection against acute infection in patients with X-linked agammaglobulinaemia (XLA) and common variable immunodeficiency (CVID), and the reduction of class-switched memory B cells in patients with specific antibody deficiency (SAD). The impact of intravenous immunoglobulin on fetal alloimmune thrombocytopenia, pregnancy and postpartum-related relapses in multiple sclerosis and refractory myositis, as well as experiences with subcutaneous immunoglobulin in patients with multi-focal motor neuropathy, were the topics presented in the autoimmunity session. The interaction of dendritic cell (DC)-SIGN and α2,6-sialylated IgG Fc and its impact on human DCs, the enrichment of sialylated IgG in plasma-derived IgG, as wells as prion surveillance and monitoring of anti-measles titres in immunoglobulin products, were covered in the basic science session. In summary, the presentations illustrated the breadth of immunoglobulin therapy usage and highlighted the progress that is being made in diverse areas of basic and clinical research, extending our understanding of the mechanisms of immunoglobulin action and contributing to improved patient care. PMID:19883425

  18. 6th International Meshing Roundtable '97

    SciTech Connect

    White, D.

    1997-09-01

    The goal of the 6th International Meshing Roundtable is to bring together researchers and developers from industry, academia, and government labs in a stimulating, open environment for the exchange of technical information related to the meshing process. In the pas~ the Roundtable has enjoyed significant participation born each of these groups from a wide variety of countries. The Roundtable will consist of technical presentations from contributed papers and abstracts, two invited speakers, and two invited panels of experts discussing topics related to the development and use of automatic mesh generation tools. In addition, this year we will feature a "Bring Your Best Mesh" competition and poster session to encourage discussion and participation from a wide variety of mesh generation tool users. The schedule and evening social events are designed to provide numerous opportunities for informal dialog. A proceedings will be published by Sandia National Laboratories and distributed at the Roundtable. In addition, papers of exceptionally high quaIity will be submitted to a special issue of the International Journal of Computational Geometry and Applications. Papers and one page abstracts were sought that present original results on the meshing process. Potential topics include but are got limited to: Unstructured triangular and tetrahedral mesh generation Unstructured quadrilateral and hexahedral mesh generation Automated blocking and structured mesh generation Mixed element meshing Surface mesh generation Geometry decomposition and clean-up techniques Geometry modification techniques related to meshing Adaptive mesh refinement and mesh quality control Mesh visualization Special purpose meshing algorithms for particular applications Theoretical or novel ideas with practical potential Technical presentations from industrial researchers.

  19. 6th International Immunoglobulin Symposium: poster presentations.

    PubMed

    Fernandez-Cruz, E; Kaveri, S V; Peter, H-H; Durandy, A; Cantoni, N; Quinti, I; Sorensen, R; Bussel, J B; Danieli, M G; Winkelmann, A; Bayry, J; Käsermann, F; Späth, P; Helbert, M; Salama, A; van Schaik, I N; Yuki, N

    2009-12-01

    The posters presented at the 6th International Immunoglobulin Symposium covered a wide range of fields and included both basic science and clinical research. From the abstracts accepted for poster presentation, 12 abstracts were selected for oral presentations in three parallel sessions on immunodeficiencies, autoimmunity and basic research. The immunodeficiency presentations dealt with novel, rare class-switch recombination (CSR) deficiencies, attenuation of adverse events following IVIg treatment, association of immunoglobulin (Ig)G trough levels and protection against acute infection in patients with X-linked agammaglobulinaemia (XLA) and common variable immunodeficiency (CVID), and the reduction of class-switched memory B cells in patients with specific antibody deficiency (SAD). The impact of intravenous immunoglobulin on fetal alloimmune thrombocytopenia, pregnancy and postpartum-related relapses in multiple sclerosis and refractory myositis, as well as experiences with subcutaneous immunoglobulin in patients with multi-focal motor neuropathy, were the topics presented in the autoimmunity session. The interaction of dendritic cell (DC)-SIGN and alpha2,6-sialylated IgG Fc and its impact on human DCs, the enrichment of sialylated IgG in plasma-derived IgG, as wells as prion surveillance and monitoring of anti-measles titres in immunoglobulin products, were covered in the basic science session. In summary, the presentations illustrated the breadth of immunoglobulin therapy usage and highlighted the progress that is being made in diverse areas of basic and clinical research, extending our understanding of the mechanisms of immunoglobulin action and contributing to improved patient care. PMID:19883425

  20. Rapid Automatized Naming, Word-Level Reading, and Oral Reading Fluency in First-Grade Korean Readers at Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Kim, Dongil; Park, Yujeong; Lombardino, Linda J.

    2015-01-01

    This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups' performance on…

  1. First-grade cognitive abilities as long-term predictors of reading comprehension and disability status.

    PubMed

    Fuchs, Douglas; Compton, Donald L; Fuchs, Lynn S; Bryant, V Joan; Hamlett, Carol L; Lambert, Warren

    2012-01-01

    In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems. PMID:22539057

  2. Reading Preferences and Strategies Employed by Primary School Students: Gender, Socio-Cognitive and Citizenship Issues

    ERIC Educational Resources Information Center

    Griva, Eleni; Alevriadou, Anastasia; Semoglou, Klio

    2012-01-01

    The purpose of the present study was to identify the correlation between gender and reading preferences and reading strategies employed by 5th and 6th Grade students of primary school in Greece. The main objectives of the present study were (1) to identify possible differences between male and female students in employing cognitive and…

  3. The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…

  4. A Comparison of Two Reading Programs on Third Grade Reading Achievement

    ERIC Educational Resources Information Center

    Miller, Tawana D.

    2008-01-01

    Background: The No Child Left Behind Act legislation requires both higher standards and higher success rates at the same time. Failure of students to learn to read adequately as shown by national and state test results and the need for continued school success had prompted education officials to implement two reading programs--Voyager Universal…

  5. The Longitudinal Relationship between Reading Fluency and Reading Comprehension Skills in Second-Grade Children

    ERIC Educational Resources Information Center

    Lai, Stephanie A.; George Benjamin, Rebekah; Schwanenflugel, Paula J.; Kuhn, Melanie R.

    2014-01-01

    Fluent readers can read connected text with accuracy, automaticity, and prosody. Without practice, automaticity cannot develop in reading, and readers must focus their attention on decoding, limiting their ability to simultaneously comprehend. Researchers have traditionally assumed that fluency and comprehension have a unidirectional relationship…

  6. Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

    ERIC Educational Resources Information Center

    Roehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K.

    2008-01-01

    We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously established ORF risk-level cutoffs [Good,…

  7. An Informal Reading Readiness Inventory: A Diagnostic Method of Predicting First Grade Reading Achievement.

    ERIC Educational Resources Information Center

    Anderson, Carolyn C.; Koenke, Karl

    A study was undertaken to create and validate a diagnostic, task-based Informal Reading Readiness Inventory (IRRI). IRRI subtests were created to reflect four areas found to be important in reading readiness: awareness of self and media, language experience, reasoning, and phonics. Prereading curriculum components formed the basis for test item…

  8. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students

    ERIC Educational Resources Information Center

    Gibson, Lenwood, Jr.

    2009-01-01

    The current investigation studied the effects of a computer software program of the oral reading fluency and comprehension of eight, first grade students. These students were identified as being either "at-risk" or "some-risk" for reading failure on the DIBELS oral reading fluency winter benchmark assessment. A multiple probe…

  9. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.10; Developing Reading Study Skill in Grade K-6. Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Cillizza, Joseph; Devine, John M.

    This teaching module concerns acquisition of reading-study (i.e., work-type reading) skills in grades K-6. Such skills include locating information, evaluating material, organizing and summarizing data, returning essentials of what is read, and flexibility (adjusting rate to purpose). Upon completion of this module, participants should be able to…

  10. Effectiveness of McGraw Hill's "Jamestown Reading Navigator" in Grades 9-10: A Study of Intensive Reading Classes in Miami-Dade High Schools

    ERIC Educational Resources Information Center

    Lazarev, Valeriy; Atienza, Sara; Lai, Garrett; Ma, Boya; Sterling, Laurel

    2010-01-01

    A quasi-experimental study designed to provide evidence of the effectiveness of the "Jamestown Reading Navigator" ("JRN") program for students in grades 9-10 was conducted in the Miami Dade Public School District (MDCSD). "Jamestown Reading Navigator" is a reading intervention program developed by McGraw-Hill Education to raise reading…

  11. The Power of the Partner: Investigating the Effects of Structured Reading Buddies and Reading Strategies on the Attitudes and Comprehension of Seventh Grade Students

    ERIC Educational Resources Information Center

    Vasquez, Veronica B.

    2010-01-01

    Reading is a fundamental part of learning, yet not all students are proficient readers. According to standardized achievement measures in the state of Arizona, about thirty percent of eighth grade students did not meet or exceed the reading standards. Given this, teachers need to find ways to encourage students to read and teach strategies…

  12. Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children from Grades 1 to 4

    ERIC Educational Resources Information Center

    Kim, Young-Suk Grace; Wagner, Richard K.

    2015-01-01

    In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text…

  13. The Reading Performance of English Learners in Grades 1-3: The Role of Initial Status and Growth on Reading Fluency in Spanish and English

    ERIC Educational Resources Information Center

    Baker, Doris Luft; Park, Yonghan; Baker, Scott K.

    2012-01-01

    The purposes of this study were to (a) examine the developmental patterns in pseudoword reading and oral reading fluency in Spanish and English for Spanish-speaking English learners (ELs) in grades 1-3, and (b) investigate whether initial status and growth rates in reading fluency in Spanish and English, significantly predicted reading…

  14. Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.

    PubMed

    Al Otaiba, Stephanie; Folsom, Jessica S; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M

    2011-01-01

    Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. PMID:21857718

  15. Behaviour assessment and reading ability in second grade greek school children.

    PubMed

    Lazaratou, H; Vlassopoulos, M; Zelios, G; Kalogerakis, Z; Ploumbidis, D; Anagnostopoulos, D C; Dellatolas, G

    2010-01-01

    Studies on ADHD show high comorbidity with behavioural and learning disorders. However, the specific association of behavioural and attention factors with learning disorders is not clear. The aim of this study is to examine the relationships between hyperactivity, inattentionand reading ability in a non-referred sample in Greece. Data were collected from 201 pupils attending second grade in public school in an Athens district. The CBCL was administrated to parents in order to evaluate behavioural disorders, inattention and hyperactivity. Teachers completedthe CBCL and the Conner's scale. Reading ability was assessed by a reading test appropriate for second grade. Attention difficulties reported by the teacher were associated with lower readingskills, but hyperactivity and behaviour disorders were not. Correlations of reading skills with CBCL scores were very low, especially through parental ratings. Girls showed better reading skills and less"hyperactivity" than boys. There was consistency in teachers' ratings between the Conner's and the CBCL. Teacher-parent concordance on CBCL was very low or absent. Report of hyperactivity without report of attention problems was not associated with reading difficulties in a non-referred Greek sample of second grade schoolchildren. This observation must be considered when therapeutic and/or educational planning is undertaken. PMID:21914613

  16. Revisions of the Learning Mastery Systems for the Harper and Row Grades One and Two and the Macmillan Bank Street Grade One Reading Series.

    ERIC Educational Resources Information Center

    Maeder, Jacqueline; And Others

    The revisions on the Learning Mastery Systems (LMSs) for the Harper & Row grade-one and grade-two and the Macmillan Bank Street grade-one reading programs are outlined in this document. A rationale for the revisions is presented. An LMS is a set of materials and procedures prepared by the southwest Regional Laboratory (SWRL) as an objectives-based…

  17. The Impacts of Success for All on Reading Achievement in Grades 3-5: Does Intervening during the Later Elementary Grades Produce the Same Benefits as Intervening Early?

    ERIC Educational Resources Information Center

    Hanselman, Paul; Borman, Geoffrey D.

    2013-01-01

    We evaluate the impact of Success for All literacy instruction in grades 3 through 5 using data from the same cluster randomized trial used to evaluate effects in the earlier grades (K-2). In contrast to the early benefits, there is no effect on reading achievement in the later grades, either overall or for students and schools with high or low…

  18. Longitudinal Prediction of 1st and 2nd Grade English Oral Reading Fluency in English Language Learners: Which Early Reading and Language Skills Are Better Predictors?

    ERIC Educational Resources Information Center

    Solari, Emily J.; Aceves, Terese C.; Higareda, Ignacio; Richards-Tutor, Cara; Filippini, Alexis L.; Gerber, Michael M.; Leafstedt, Jill

    2014-01-01

    This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish-speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic…

  19. The relationship between vocabulary knowledge and the reading and science achievement of fifth-grade students

    NASA Astrophysics Data System (ADS)

    Montgomery, Jennifer Dawn

    The purpose of the study was to examine the relationship between vocabulary knowledge and the reading and science achievement of fifth-grade students. Models were developed and tested using multiple linear regression (MLR) to determine whether vocabulary knowledge is a statistically significant predictor of reading and science. A model was tested for reading achievement, and a model was tested for science achievement. Other independent variables in the models included socioeconomic status, ethnicity, gender, status as an English-language learner, status as a special education student, classification as gifted/talented, history of retention, and migrant status. Archival data from fifth-grade students in a large, urban public school district were used in the analyses. Both models were found to be statistically significant (p < .001). Findings indicated that reading vocabulary was a statistically significant predictor for both reading achievement (B = .571, p < .001) and science achievement (B = .241, p < .001). The significance of vocabulary to reading achievement confirmed past research. The role of reading vocabulary in science achievement revealed a significant, if modest, relationship. In addition, findings pointed out the significance of variables such as history of retention, gender, and status as an English-language learner. Conclusions from the study, pedagogical implications, and recommendations for future research are discussed.

  20. The Influence of Cultural Capital Transmission on Reading Achievement in African American Fifth Grade Boys

    ERIC Educational Resources Information Center

    Harris, Toni Stepter; Graves, Scott L., Jr.

    2010-01-01

    Data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K) were used to examine the relationship between cultural capital transmission and reading achievement within a nationally representative sample of 5th grade African American males. Logistic regression techniques were used to examine several differences between high- and…

  1. Reliability and Stability of Elementary Reading Attitude Survey (ERAS) Scores Across Gender, Race, and Grade Level

    ERIC Educational Resources Information Center

    Kazelskis, Richard; Thames, Dana; Reeves, Carolyn; Flynn, Rachael; Taylor, Lorie; Beard, Leigh Ann; Turnbo, Dixie

    2005-01-01

    The reliability and stability of Elementary Reading Attitude Survey (ERAS) scores were examined for the recreational and academic subscales and for the total scale. The responses of 718 students in fourth, fifth, and sixth grades were included in the analyses. A seven-day interval between testings was used. The recreational and academic subscale…

  2. easyCBM® Reading Criterion Related Validity Evidence: Grades K-1. Technical Report #1309

    ERIC Educational Resources Information Center

    Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

    2013-01-01

    In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Dynamic Indicators of Basic Early Literacy…

  3. Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

    ERIC Educational Resources Information Center

    Cisco, Brooke Kandel; Padron, Yolanda

    2012-01-01

    Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…

  4. Improving Middle-Grades Reading in Urban Schools: The Memphis Comprehension Framework

    ERIC Educational Resources Information Center

    Flynt, E. Sutton; Cooter, Jr., Robert B.

    2005-01-01

    The authors describe a content-reading instruction scaffolding called The Memphis Comprehension Framework, which was found to be effective in significantly improving higher order comprehension skills for students in grades 4 through 6 in two major U.S. urban school districts. This model is especially potent in improving students' higher order…

  5. Direct Instruction and First Grade Reading Achievement: The Role of Technical Support and Time of Implementation

    ERIC Educational Resources Information Center

    Stockard, Jean

    2011-01-01

    The purpose of this study was to examine the relationship of two implementation variables (source of technical support and time of implementation) to first grade reading achievement across three naturally-occurring conditions over a six-year time span. Two of the conditions involved implementation of Direct Instruction (DI) curriculum programs,…

  6. The Ability of Sixth Grade Pupils to Use Certain Verbal Context Clues in Listening and Reading.

    ERIC Educational Resources Information Center

    Chang, Lynette Yun Chau Char

    This study was designed to examine the ability of 256 above-average sixth-grade pupils to use six categories of verbal context clues in listening and reading. The extent to which success in determining deleted words was associated with the word form class membership of deleted words was also examined. A hierarchy of difficulty was established for…

  7. Examining Reliability of Reading Comprehension Ratings of Fifth Grade Students' Oral Retellings

    ERIC Educational Resources Information Center

    Bernfeld, L. Elizabeth Shirley; Morrison, Timothy G.; Sudweeks, Richard R.; Wilcox, Brad

    2013-01-01

    The purpose of this study was to rate oral retellings of fifth graders to determine how passages, raters, and rating occasions affect those ratings, and to identify what combination of those elements produce reliable retelling ratings. A group of 36 fifth grade students read and orally retold three contemporary realistic fiction passages. Two…

  8. Examining Differences in Mathematics and Reading Achievement among Grade 5 Pupils in Vietnam

    ERIC Educational Resources Information Center

    Hungi, Njora

    2008-01-01

    This study employed a multilevel technique to examine pupil-, school- and province-level factors that influence achievement in mathematics and reading of Grade 5 primary school pupils in Vietnam. The data for this study were collected as part of a major survey that sought to examine the quality of education offered in Vietnam primary schools.…

  9. Differentiated Reading Instruction in Grades 4 and 5: Strategies and Resources

    ERIC Educational Resources Information Center

    Walpole, Sharon; McKenna, Michael C.; Philippakos, Zoi A.

    2011-01-01

    With a unique focus on grades 4 and 5, this book explains how to design and implement a research-based reading program that helps all students build major literacy skills (word recognition, fluency, vocabulary, and comprehension). The expert authors present ready-to-use activities, strategies, and lesson plans, along with detailed guidance for…

  10. The Effects of Within Class Reading Grouping on the Self-Concept of Third Grade Children.

    ERIC Educational Resources Information Center

    Wonsiewicz, Ann Elizabeth

    The relationship between within-class reading grouping and self-concept was investigated in a sample of 257 third-grade children in 12 classes that employed within-class grouping. Pupils were tested at the beginning and end of the school year, using the Piers-Harris Test, a semantic differential, and an inventory containing four items about…

  11. Reading Development and Achievement of 4th-Grade Hmong Students

    ERIC Educational Resources Information Center

    Mahowald, Megan; Loughnane, Megan

    2016-01-01

    Researchers and practitioners alike have noted that Hmong students in the United States do not achieve as well as their monolingual peers and other bilingual students. The current mixed-methods study is designed to describe reading development and achievement of 4th-grade Hmong students in one large, urban school district. This study explores the…

  12. Relationship between Metacognitive Strategy Instruction and Reading Comprehension in At-Risk Fourth Grade Students

    ERIC Educational Resources Information Center

    Diebold, Tamara W.

    2011-01-01

    In spite of efforts to achieve the reading proficiency requirements mandated by the No Child Left Behind Act of 2001, students' inability to comprehend text and meet grade level standards on state and national assessments continues to be problematic. The purpose of this study was to evaluate the effectiveness of explicit direct instruction of…

  13. "Making the Difficult Choice": Understanding Georgia's Test-Based Grade Retention Policy in Reading

    ERIC Educational Resources Information Center

    Huddleston, Andrew P.

    2015-01-01

    The author uses Bourdieu's concepts of field, capital, and habitus to analyze how students, parents, teachers, and administrators are responding to Georgia's test-based grade retention policy in reading at one Georgia elementary school. In this multiple case study, the author interviewed, observed, and collected documents regarding ten fifth…

  14. Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight

    ERIC Educational Resources Information Center

    Poggio, Jennifer M.

    2012-01-01

    This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the…

  15. Roar into Reading: A Guide for First Grade Teachers from "Between the Lions[TM]."

    ERIC Educational Resources Information Center

    WGBH-TV, Boston, MA.

    "Between the Lions" is an award-winning PBS television series based on a comprehensive literacy curriculum that combines phonics and whole language. This guide has been created to help first grade teachers use "Between the Lions" in their classrooms to enhance their reading lessons. The guide is filled with engaging activities, classroom literacy…

  16. A Comparative Analysis of Preschool Attendance and Reading Achievement among Second-Grade Students

    ERIC Educational Resources Information Center

    Burton, Kelly Latham

    2011-01-01

    Preschool attendance is considered an important factor for predicting later success in literacy achievement. This quantitative ex-post facto study examined whether attendance of public prekindergarten is related to improved reading achievement in 2nd grade students in a rural, southeastern school district. The learning theories of Piaget, Bandura,…

  17. Picture Books: A New Text for Teaching Reading and Writing in the Intermediate Grades.

    ERIC Educational Resources Information Center

    Jones, Beth; Poore, Michael T.

    Children's picture books, for example Allan Say's "Grandfather's Journey," can provide fresh materials and approaches to teaching reading to students in intermediate grades. One approach for preservice teachers learning to use children's literature might be to begin by planning possible uses for one or more literature selections and then…

  18. Analysis of Reading Fluency and Comprehension Measures for Sixth Grade Students. Technical Report #24

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2004-01-01

    The No Child Left Behind Act of 2001 has increased the importance of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by…

  19. A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K-12

    ERIC Educational Resources Information Center

    Reed, Deborah K.

    2008-01-01

    This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading-related outcomes (e.g., word identification,…

  20. Biomedicalizing Schoolroom Performances. Constructions of Attention Deficit Disorder and Reading Disability in the First Grade

    ERIC Educational Resources Information Center

    Moss, John J.

    2009-01-01

    This dissertation describes how the medical categories of Attention Deficit Disorder (ADD) and Reading Disability (RD) have become commonsense ways to understand educational problems. I explore historical precursors of ADD and RD followed by a report on fieldwork I conducted in a first grade classroom of mostly Latino and low-income children. I…

  1. Developing Self-Acceptance and Reading Achievement Among Second Grade Chicano Children.

    ERIC Educational Resources Information Center

    Mendenhall, Betty Joan

    This study was designed to ascertain whether the self-acceptance of second grade Chicano children could be improved by incorporating into the curriculum selected activities which reflected characteristics of each child to himself and by adding a supplementary language experience approach to reading. Subjects included 91 children from two…

  2. Grammatical Awareness, Field Independence, and Reading Ability in Second Grade Children.

    ERIC Educational Resources Information Center

    Rounds, Susan

    Forty-four second grade students participated in a study examining the relationships between field dependence/independence (FDI), grammatical awareness, reading ability, and training in grammatical awareness. After the children were pretested for their levels of cognitive development, degree of field independence, grammatical awareness, and…

  3. An Evidence-Based Model for Early-Grade Reading Programmes

    ERIC Educational Resources Information Center

    Comings, John P.

    2015-01-01

    This article proposes a model for design of early-grade reading programmes that is based on research and the implementation of research findings. The model has three components: (1) schools should provide instruction in a language their students speak and understand; (2) teachers should employ instruction that is consistent with the current…

  4. Failing to Succeed the First School: Exploring Phonological Factors and Letter Reading Ability in Grade 1

    ERIC Educational Resources Information Center

    Gafoor, Kunnathodi Abdul; Remia, K. R.

    2013-01-01

    The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…

  5. Instruction in Reading Comprehension for Primary-Grade Students: "A Focus on Text Structure"

    ERIC Educational Resources Information Center

    Williams, Joanna P.

    2005-01-01

    The studies described here are designed to teach reading comprehension to at-risk students in the second and third grades. The focus is on text structure. First, there is an evaluation of a program that teaches students to identify themes of stories and apply those themes to real life; this instruction goes beyond the plot-level focus of typical…

  6. Impact of Attending Jump Start Literacy Camp on Reading Achievement among Third and Fourth Grade Students

    ERIC Educational Resources Information Center

    Padgett, Carrie B.

    2010-01-01

    The Jump Start Literacy Camp was developed as a means to combat summer learning loss. The camp utilized high-energy activities to target phonemic awareness, phonics, vocabulary, fluency, and comprehension. This study examined the effects of the Jump Start Literacy Camp on reading achievement for rising third and fourth grade students in an urban…

  7. Folktales: Teaching Reading through Visualization and Drawing. Kindergarten through Grade 5.

    ERIC Educational Resources Information Center

    Rose, Laura

    Intended to help young children learn to read with comprehension, this book uses visualization and drawing techniques with folktales. The folktales in the book (collected from around the world and freely adapted) were chosen to help primary- and middle-grade students increase their enjoyment and comprehension by eliciting a flood of rich visual…

  8. A B+ Average in Engineering with a Second Grade Reading Level.

    ERIC Educational Resources Information Center

    Fox, C.; Steg, D. R.

    Three evaluations were conducted to try to pinpoint the cause of the difficulties of a 23-year-old black male, who was highly gifted in mathematics but hampered by a second grade reading level, displayed difficulty in focusing his eyes together, spoke as if trying to avoid stuttering, and did not maintain eye contact. A neurological evaluation…

  9. Understanding Reading through the Eyes of Third-Grade Struggling Readers

    ERIC Educational Resources Information Center

    Wiggs, Christine E.

    2012-01-01

    Within the vast research base on struggling readers, very few studies address the nature of struggling readers from their own perspectives; that is, how struggling readers experience reading instruction. The purpose of this qualitative case study research was to gain a deeper understanding of how three third-grade struggling readers viewed…

  10. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 2. Technical Report #1201

    ERIC Educational Resources Information Center

    Lai, Cheng-Fei; Irvin, P. Shawn; Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the second-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  11. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 4. Technical Report #1203

    ERIC Educational Resources Information Center

    Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the fourth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  12. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 6. Technical Report #1205

    ERIC Educational Resources Information Center

    Irvin, P. Shawn; Alonzo, Julie; Park, Bitnara Jasmine; Lai, Cheng-Fei; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the sixth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  13. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 5. Technical Report #1204

    ERIC Educational Resources Information Center

    Park, Bitnara Jasmine; Irvin, P. Shawn; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the fifth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  14. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 7. Technical Report #1206

    ERIC Educational Resources Information Center

    Irvin, P. Shawn; Alonzo, Julie; Lai, Cheng-Fei; Park, Bitnara Jasmine; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the seventh-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  15. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 3. Technical Report #1202

    ERIC Educational Resources Information Center

    Lai, Cheng-Fei; Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the third-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  16. The Effect of Departmentalization on the Reading Achievement of Sixth-Grade Students.

    ERIC Educational Resources Information Center

    Harris, Mary B.

    A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction…

  17. Developmental Sentence Scoring as a Measure of Readability for First Grade Reading Textbooks.

    ERIC Educational Resources Information Center

    Powers, Wanda Chason

    This study was designed to determine whether the content of selected beginning reading textbooks is comparable in syntactic complexity to the oral language of normal first-grade children and whether there was a predictable progression of syntactic complexity within the textbooks examined. The ten samples were taken from the primary levles of the…

  18. Impact of Preschool Education on Reading Achievement of Kindergarten through Fifth Grade Students

    ERIC Educational Resources Information Center

    Clark, Melissa H.

    2009-01-01

    This study examines the impact of various types of preschool care and education on the reading achievement of children, kindergarten through fifth grade, who participated in the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K). The participants in this study are located throughout the United States of America. These…

  19. Minimum Performance Test: Reading Grade 3, Item Specifications. Blue Prints for Testing.

    ERIC Educational Resources Information Center

    Arkansas State Dept. of Education, Little Rock.

    Developed as part of the Arkansas Minimum Performance Testing Program (MPT), these item specifications relate to the third grade reading minimum performance test. There is one item specification for each instructional objective included in the MPT. Item specifications are intended to provide an overview of the general content and format of test…

  20. Why what we teach depends on when: grade and reading intervention modality moderate effect size.

    PubMed

    Suggate, Sebastian Paul

    2010-11-01

    Despite impressive advances in the science of reading intervention, how to best help at-risk readers remains a point of contention. Because reading represents the synthesis of background factors and language and reading skills-all of which develop with age and experience-this meta-analysis investigated whether development (as approximated by grade) and intervention modality are key moderators of intervention effect size for disadvantaged readers. Eighty-five experimental or quasi-experimental studies with 116 treatment-control groups (N = 7,522) were selected from preschool to Grade 7. Analyses accounted for intervention length, instructor-to-student ratio, measure design, experimental design, attrition, intervention language, and publication bias. Between-group comparisons suggested that effect sizes were larger for older students, comprehension interventions, quasi-experimental studies, and samples at greater risk. In hierarchical regression analyses, intervention modality alone did not explain additional variance in effect size; however, when interacting with grade, intervention modality did explain additional variance. Phonics interventions were more effective until Grade 1, after which comprehension and mixed interventions, in particular, tended to be associated with greater effect sizes. These results highlight the importance of a developmental understanding of reading remediation. PMID:20873927

  1. Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores.

    ERIC Educational Resources Information Center

    Parrott, Marietta

    A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores…

  2. An Exploratory Study of Sixth-Grade Middle School Students Reading Achievement in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Johnson, Yvonne L.

    2012-01-01

    The purpose of this study was to explore the academic achievement for students with learning disabilities in reading and how to determine if their rate of progress was different from non-disabled students in a sixth-grade language arts inclusion class. The data for this research was gathered from one school district with one middle school. The…

  3. Sex Differences in Teacher-Pupil Interaction in First Grade Reading Instruction.

    ERIC Educational Resources Information Center

    Felsenthal, Helen

    The patterns of teacher-pupil interaction during first-grade reading instruction as a function of pupil sex were investigated. A total of 439 boys and girls and 71 teachers comprised the sample. The study involved three major phases: measurement of teacher attitudes, classroom observation of teacher-pupil interaction, and measurement of pupils'…

  4. The Impact of Response to Intervention on Third Grade Special Education Student Reading Skills

    ERIC Educational Resources Information Center

    Boutwell, Robin Eller

    2009-01-01

    Although closing the achievement gap is one focus of the No Child Left Behind Act (NCLB), one third of Georgia's third-grade special education students did not meet the state mandated standards on the reading section of the 2008 Criterion Referenced Competency Test (CRCT). The purpose of this quantitative study was to examine the effects of…

  5. Good Readers Get Smart: Reading Orientations in a Second-Grade Classroom

    ERIC Educational Resources Information Center

    Byrd, Ben

    2015-01-01

    The primary goal of this research is to better understand my students' reading orientations--what they believe it means to be a successful reader. I also seek to identify the relationship between those beliefs and my teaching. The data come primarily from six focal students in my second-grade classroom in an urban public charter elementary school…

  6. Measurement Properties of DIBELS Oral Reading Fluency in Grade 2: Implications for Equating Studies

    ERIC Educational Resources Information Center

    Stoolmiller, Michael; Biancarosa, Gina; Fien, Hank

    2013-01-01

    Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence,…

  7. Reading Attitudes and Interests of Gifted and Talented Children in the Middle Grades.

    ERIC Educational Resources Information Center

    Link, Barbara R.

    The study investigated reading attitudes and interests of 30 fourth through ninth grade gifted and talented students. The data were gathered through the use of a questionnaire, which included statements with Likert type scale responses, multiple-choice, and short answers. Methods used to analyze the data were individual item analysis, analysis of…

  8. Effect of Sentence Combining on Fifth Grade Reading and Writing Achievement.

    ERIC Educational Resources Information Center

    McAfee, Deurelle

    A study investigated the effects of sentence combining instruction on the reading comprehension and writing maturity of fifth grade children. The sample consisted of an experimental and a control group with 25 children in each group. For 6 weeks the experimental group received instruction in sentence combining, defined for purposes of the study as…

  9. Using Word Identification Fluency to Monitor First-Grade Reading Development

    ERIC Educational Resources Information Center

    Zumeta, Rebecca O.; Compton, Donald L.; Fuchs, Lynn S.

    2012-01-01

    This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading…

  10. The Effects of Differentiated Instruction Support Inclusion Services on Fifth Grade Reading/Language Arts Achievement

    ERIC Educational Resources Information Center

    Wendt, Stephanie L.

    2012-01-01

    Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion…

  11. Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth-Grade Students

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.; Silverman, Rebecca D.; Montanaro, Elizabeth A.; Speece, Deborah L.; Schatschneider, Christopher

    2012-01-01

    This study investigated a Tier 2 intervention in the context of a response-to-intervention (RTI) model for 123 fourth-grade students identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24-session multicomponent supplemental intervention targeting fluency and expository…

  12. Using Reading Grade Level to Assess Readability of Selected Plant and Soil Science Textbooks.

    ERIC Educational Resources Information Center

    Graveel, John G.; Fribourg, Henry A.

    1987-01-01

    Reported is a study designed to determine whether reading grade level (RGL) assessment techniques used for elementary and secondary education textbooks would discriminate among plant and soil science textbooks. The study was to select the RGL indices suited to quantify the readability of these sources, and to identify the factors affecting…

  13. A Correlational Study of the Relationship between Cloze Procedures and Standardized Reading Tests for Intermediate Grades.

    ERIC Educational Resources Information Center

    Layton, Kent

    A study was conducted to determine if a teacher-constructed cloze procedure correlated significantly with two standardized tests of reading achievement, thereby testing G.D. Spache's claim that most teachers are unable to design valid and reliable assessment materials. Subjects were 60 fourth and sixth grade students who were administered the…

  14. Rhythm reproduction in kindergarten, reading performance at second grade, and developmental dyslexia theories.

    PubMed

    Dellatolas, Georges; Watier, Laurence; Le Normand, Marie-Thérèse; Lubart, Todd; Chevrie-Muller, Claude

    2009-09-01

    Temporal processing deficit could be associated with a specific difficulty in learning to read. In 1951, Stambak provided preliminary evidence that children with dyslexia performed less well than good readers in reproduction of 21 rhythmic patterns. Stambak's task was administered to 1,028 French children aged 5-6 years. The score distribution (from 0 to 21) was quasi-normal, with some children failing completely and other performing perfectly. In second grade, reading was assessed in 695 of these children. Kindergarten variables explained 26% of the variance of the reading score at second grade. The Stambak score was strongly and linearly related to reading performance in second grade, after partialling out performance on other tasks (oral repetition, attention, and visuo-spatial tasks) and socio-cultural level. Findings are discussed in relation to perceptual, cerebellar, intermodal, and attention-related theories of developmental dyslexia. It is concluded that simple rhythm reproduction tasks in kindergarten are predictive of later reading performance. PMID:19628461

  15. Reading Different Orthographic Structures in the Shallow-Pointed Hebrew Script: A Cross-Grade Study in Elementary School

    ERIC Educational Resources Information Center

    Shany, Michal; Bar-On, Amalia; Katzir, Tami

    2012-01-01

    Hebrew-speaking children learn to read using a transparent, pointed writing system, but by grade three, they gradually begin using the non-pointed version of Hebrew script. The current study examined the development of reading, in the pointed script, of a nationally representative sample of children in grades two, four, and six. Rate and accuracy…

  16. Effectiveness of McGraw-Hill's "Treasures" Reading Program in Grades 3-5: A Study in Osceola Schools

    ERIC Educational Resources Information Center

    Empirical Education Inc., 2011

    2011-01-01

    "Treasures, a basal reading program for students in grades K-6, was developed to address reading comprehension among students in the middle elementary grades. "Treasures" is based on extensive research in vocabulary, comprehension, fluency, and phonics and combines "explicit instruction and ample practice to ensure students' growth in reading…

  17. Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers' Achievement

    ERIC Educational Resources Information Center

    Reutzel, D. Ray; Petscher, Yaacov; Spichtig, Alexandra N.

    2012-01-01

    The authors' purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban…

  18. Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in the Beginning of Third Grade

    ERIC Educational Resources Information Center

    Beach, Kristen D.; O'Connor, Rollanda E.

    2015-01-01

    We explored the usefulness of first and second grade reading measures and responsiveness criteria collected within a response-to-intervention (RtI) framework for predicting reading disability (RD) in third grade. We used existing data from 387 linguistically diverse students who had participated in a longitudinal RtI study. Model-based predictors…

  19. Educators' Perceptions of Reading First and Success for All for Mobile and Nonmobile First through Third Grade Students

    ERIC Educational Resources Information Center

    Smith, Ketchia

    2013-01-01

    Many mobile 1st through 3rd grade students are not reading on grade level in a southern urban school. The purpose of this study was to assess how teachers perceive the effectiveness of the "Success for All and Reading First" programs for their mobile and nonmobile students in order to create a new theory to improve instruction for the…

  20. The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Nationally representative samples of 213,100 fourth-graders and 168,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions…

  1. Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade

    ERIC Educational Resources Information Center

    O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Bocian, Kathleen M.; Flynn, Lindsay J.

    2015-01-01

    We tested the effects of teaching reading skills through U.S. history content for 38 eighth-grade poor readers whose reading ability ranged from second-to fourth-grade levels. Half of the students received special education services, and half of the students were English language learners. Students were taught to decode multisyllabic words, learn…

  2. Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2

    ERIC Educational Resources Information Center

    Vitale, Michael R.; Romance, Nancy R.

    2012-01-01

    This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long…

  3. Full-Day, Half-Day, and No Preschool: Effects on Urban Children's First-Grade Reading Achievement

    ERIC Educational Resources Information Center

    Valenti, Joy E.; Tracey, Diane H.

    2009-01-01

    This study examined the relationships between students' attendance at full-day, half-day, or no preschool and first grade reading achievement. 214 urban, low SES public first grade students of mixed ethnicities were studied. Using the students' Developmental Reading Assessment (DRA2) scores (Beaver, 2006), results indicated that by the middle of…

  4. Effect on Reading Fluency of Struggling Third Grade Students: Computer-Assisted Intervention versus Teacher-Guided Intervention

    ERIC Educational Resources Information Center

    Martin, Corey; Elfreth, Jaime; Feng, Jay

    2014-01-01

    This research study examined two intervention programs, Read Naturally (computer-assisted) and The Six-Minute Solution (teacher-guided), for the purpose of finding their effects on reading fluency with 3rd grade students at an elementary school. The participants were from two separate third grade classrooms, randomly assigned to one of the two…

  5. Predicting Improvement After First-Grade Reading Difficulties: The Effects of Oral Language, Emergent Literacy, and Behavior Skills

    ERIC Educational Resources Information Center

    Spira, Elana Greenfield; Bracken, Stacey Storch; Fischel, Janet E.

    2005-01-01

    This study investigated the role of early literacy and behavioral skills in predicting the improvement of children who have experienced reading difficulties in 1st grade. The progress of 146 low-income children whose reading scores in 1st grade were below the 30th percentile was examined to determine (a) how the poorest readers in 1st grade…

  6. Delaware Student Testing Program. State Summary Report: Reading, Mathematics, Writing Spring. 2002 Administration: Grades 3, 5, 8, and 10.

    ERIC Educational Resources Information Center

    Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.

    The results in this report, from the fifth administration of the grades 3, 5, 8, and 10 reading, mathematics, and writing portions of the Delaware Student Testing Program (DSTP), represent an important step in Delawares efforts to educate all students to a higher level. Reading, mathematics, and writing data for grades 3, 5, 8, and 10 are…

  7. Fundamentals of Physics, 6th Edition Enhanced Problems Version

    NASA Astrophysics Data System (ADS)

    Halliday, David; Resnick, Robert; Walker, Jearl

    2002-04-01

    No other text on the market today can match the success of Halliday, Resnick and Walker's Fundamentals of Physics. This text continues to outperform the competition year after year, and the new edition will be no exception. Intended for Calculus-based Physics courses, the 6th edition of this extraordinary text is a major redesign of the best-selling 5th edition, which still maintains many of the elements that led to its enormous success. Jearl Walker adds his unique style to this edition with the addition of new problems designed to capture, and keep, students' attention. Nearly all changes are based on suggestions from instructors and students using the 5th edition, from reviewer comments, and from research done on the process of learning. The primary goal of this text is to provide students with a solid understanding of fundamental physics concepts, and to help them apply this conceptual understanding to quantitative problem solving. The principal goal of Halliday-Resnick-Walker is to provide instructors with a tool by which they can teach students how to effectively read scientific material and successfully reason through scientific questions. To sharpen this tool, the Enhanced Problems Version of the sixth edition of Fundamentals of Physics contains over 1000 new, high-quality problems that require thought and reasoning rather than simplistic plugging of data into formulas.

  8. Pre-Reading Power: One Classroom's Experience

    ERIC Educational Resources Information Center

    Thomas, Angela Falter; Vannatta Reinhart, Rachel

    2014-01-01

    Because of the Common Core State Standards there is a renewed emphasis on the importance of visual literacies in today's classrooms. Students need prior knowledge before approaching these types of texts. This article describes the results of one 6th-grade language arts class's engagement in pre-reading prior to viewing a theatrical…

  9. CBM with Goal Setting: Impacting Students' Understanding of Reading Goals

    ERIC Educational Resources Information Center

    Swain, Kristine D.

    2005-01-01

    This pilot study investigated if goal setting with curriculum-based measurement (CBM) was effective in increasing student awareness of goal knowledge and if students could set realistic daily reading goals. Nineteen 6th and 7th grade students with learning disabilities participated in a goal setting treatment group or a control group. During the…

  10. A Case Study of Reading Instruction in a Philippine Classroom

    ERIC Educational Resources Information Center

    Protacio, Maria Selena; Sarroub, Loukia K.

    2013-01-01

    In this article, we describe the reading practices in a public and high-achieving 6th grade English classroom in the Philippines. By utilizing a four resources model, we discuss the different roles that students assume in this classroom. Students in this class are mainly code breakers and text users and have limited opportunities to assume the…

  11. Improving Oral Fluency, Written Accuracy, and Reading Comprehension in the 3rd Grade Using Visual Art Content.

    ERIC Educational Resources Information Center

    Nickell, Brian K.

    Students in the targeted school exhibited a decline in reading scores between second and fourth grade. Due to poor reading levels for 2 consecutive years the state put the school on a probationary list with in its district. Evidence for the existence of the problem included documented low reading test scores, below proficiency assessment records,…

  12. Multiple Oral Rereading: A Descriptive Study of Its Effects on Reading Speed and Accuracy in Selected First-Grade Children.

    ERIC Educational Resources Information Center

    Moyer, Sandra Brown

    Multiple Oral Rereading (MOR), which involves repeated reading of the same instructional unit, has been found effective in remedial reading instruction. In this study, which was designed to provide basic information about the dynamics of such repetition, 32 first-grade children were selected as subjects on the basis of their ability to read, out…

  13. A Longitudinal Study of Reading Comprehension Achievement from Grades 3 to 10: Investigating Models of Stability, Cumulative Growth, and Compensation

    ERIC Educational Resources Information Center

    Kwiatkowska-White, Bozena; Kirby, John R.; Lee, Elizabeth A.

    2016-01-01

    This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension…

  14. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population--adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to…

  15. An Investigation To Determine Classification of Interests in Reading Material of Above Average Readers in the Fourth and Sixth Grades.

    ERIC Educational Resources Information Center

    Intonato, Jo Ann

    A study investigated the reading interests of fourth and sixth grade students of above-average reading achievement. Subjects, 44 fourth graders and 39 sixth graders in an urban environment, responded to a reading interest inventory containing 25 categories. The sample was separated into two groups, an experimental group which attained 60 or higher…

  16. Do Reading Practices Make a Difference? Evidence from PIRLS Data for Hong Kong and Taiwan Primary School Grade 4 Students

    ERIC Educational Resources Information Center

    Tse, Shek-Kam; Xiao, Xiao-Yun; Ko, Hwa-Wei; Lam, Joseph Wai-Ip; Hui, Sau-Yan; Ng, Hung-Wai

    2016-01-01

    This study examined the influence of classroom pedagogic reading practices and out-of-school practices in explaining why the reading attainment of Hong Kong Grade 4 students was superior to that of their counterparts in Taiwan in the 2006 Progress in International Reading Literacy Study. Analyses of scores from 9,301 students (4,712 from Hong Kong…

  17. Kentucky's Teacher Quality Measures and Fourth-Grade Reading Achievement: A Secondary Analysis of 2002-2009 NAEP Data

    ERIC Educational Resources Information Center

    Klecker, Beverly M.

    2010-01-01

    This study examined the increase from 2007-2009 in Kentucky's fourth- grade National Assessment of Educational Progress (NAEP) reading scores. This increase was notable because it came after a fifteen-year period of no change. This analysis of change included composite and sub-scale--"Reading Literary Experience" and "Reading to Gain…

  18. The Effects of Using Reading Racetracks for Teaching of Sight Words to Three Third-Grade Students with Learning Disorders

    ERIC Educational Resources Information Center

    McGrath, Gregory L.; McLaughlin, T. F.; Derby, K. Mark; Bucknell, Wendy

    2012-01-01

    The purpose of the study was to evaluate the effectiveness of reading racetracks with three 8-year-old students with learning disabilities. All three children were performing well below grade level in reading. A single subject reversal design was used to evaluate the effects of employing reading racetracks. Corrects responses and errors were…

  19. Using Curriculum-Based Measurement to Predict Eighth-Grade Student Performance on a Statewide Reading Assessment

    ERIC Educational Resources Information Center

    LeRoux, Mindy J.

    2012-01-01

    The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school…

  20. Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1-3.

    PubMed

    Baker, Doris Luft; Park, Yonghan; Baker, Scott K; Basaraba, Deni Lee; Kame'enui, Edward J; Beck, Carrie Thomas

    2012-12-01

    This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrolled in first grade in 12 high-poverty, low-achieving schools at the beginning of the study. Results of piecewise growth modeling analysis indicated that ELs in the paired bilingual group made more growth on oral reading fluency in English than ELs in the English-only group across all grades. Conversely, regression analysis revealed that the difference in reading comprehension outcomes between these two groups was not statistically significant in first and third grades, independent of risk category, whereas in second-grade, at-risk ELs in the paired bilingual group had statistically significant higher scores in reading comprehension than ELs in the English-only group (d = +0.51). In general, ELs at risk for reading difficulties appeared to benefit more from the paired bilingual program than ELs with moderate or low-risk for reading difficulties. Implications of findings to advance theory and practice on the most effective program to teach reading to ELs are discussed. PMID:23245498

  1. Read It Again! A Guide for Teaching Reading through Literature. Grades K-2.

    ERIC Educational Resources Information Center

    Rothlein, Liz; Christman, Terri

    This guide provides activities for use with 15 popular children's books. Basic information is provided for each book--author, illustrator, publisher, publication date, grade level, and a list of other works by the same author. Each section includes a summary of the book, an introduction to use when presenting the book to children, key vocabulary…

  2. Teachers' Perceptions of Developmentally Appropriate Practices in Teaching Reading and Writing for First Grade Students in Kuwait

    ERIC Educational Resources Information Center

    Al-Dhafir, Mohammad

    2015-01-01

    The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards…

  3. Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties.

    PubMed

    Vaughn, Sharon; Linan-Thompson, Sylvia; Mathes, Patricia G; Cirino, Paul T; Carlson, Coleen D; Pollard-Durodola, Sharolyn D; Cardenas-Hagan, Elsa; Francis, David J

    2006-01-01

    The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). PMID:16512083

  4. Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children.

    PubMed

    González-Valenzuela, María J; Díaz-Giráldez, Félix; López-Montiel, María D

    2016-01-01

    The study examines the individual and combined contribution of several cognitive variables (phonemic awareness, phonological memory, and alphanumeric and non-alphanumeric rapid naming) to word and pseudoword reading ability among first-grade Spanish children. Participants were 116 Spanish-speaking children aged 6 years and without special educational needs, all of whom were attending schools in a medium socioeconomic area. Descriptive/exploratory and bivariate analyses were performed with the data derived from three measures of reading ability (accuracy, speed, and efficiency), and hierarchical multivariate regression models were constructed. In general, the results confirm that, with the exception of non-alphanumeric rapid naming, the cognitive variables studied are predictors of reading performance for words and pseudowords, although their influence differs depending on the reading measures and type of linguistic unit considered. Phonemic awareness, phonological memory, and alphanumeric rapid naming were the best predictors of reading accuracy for words and pseudowords. Variability in the other two measures of reading ability (speed and efficiency) was best explained by alphanumeric rapid naming. These results suggest that reading is a complex skill that depends on different types of cognitive variables according to the age and/or level of the reader, the type of orthography and the type of measure used. Furthermore, they highlight the need to provide instruction in these processes from an early age so as to address or prevent the problems that children may present. PMID:27303336

  5. Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children

    PubMed Central

    González-Valenzuela, María J.; Díaz-Giráldez, Félix; López-Montiel, María D.

    2016-01-01

    The study examines the individual and combined contribution of several cognitive variables (phonemic awareness, phonological memory, and alphanumeric and non-alphanumeric rapid naming) to word and pseudoword reading ability among first-grade Spanish children. Participants were 116 Spanish-speaking children aged 6 years and without special educational needs, all of whom were attending schools in a medium socioeconomic area. Descriptive/exploratory and bivariate analyses were performed with the data derived from three measures of reading ability (accuracy, speed, and efficiency), and hierarchical multivariate regression models were constructed. In general, the results confirm that, with the exception of non-alphanumeric rapid naming, the cognitive variables studied are predictors of reading performance for words and pseudowords, although their influence differs depending on the reading measures and type of linguistic unit considered. Phonemic awareness, phonological memory, and alphanumeric rapid naming were the best predictors of reading accuracy for words and pseudowords. Variability in the other two measures of reading ability (speed and efficiency) was best explained by alphanumeric rapid naming. These results suggest that reading is a complex skill that depends on different types of cognitive variables according to the age and/or level of the reader, the type of orthography and the type of measure used. Furthermore, they highlight the need to provide instruction in these processes from an early age so as to address or prevent the problems that children may present. PMID:27303336

  6. Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading.

    PubMed

    Gray, Sarah A O; Carter, Alice S; Briggs-Gowan, Margaret J; Jones, Stephanie M; Wagmiller, Robert L

    2014-09-01

    The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant and toddler aggression, overactivity, and inattention, developed from parent reports about 1- to 3-year-old children, were examined as predictors of direct assessments of 2nd-grade reading in an at-risk epidemiological study subsample (N = 359). Reports of inattentive and overactive behaviors at ages 1-3 years and changes in inattention through toddlerhood predicted reading achievement in 2nd grade. A parallel process model suggested that the effects of early inattention on reading appear to be most robust. Findings underscore the contribution of social-emotional development to school readiness and the importance of early identification of children with externalizing problems, as early interventions designed to reduce externalizing problems may improve later reading skills. PMID:25046126

  7. A Dominance Analysis Approach to Determining Predictor Importance in Third, Seventh, and Tenth Grade Reading Comprehension Skills

    PubMed Central

    Tighe, Elizabeth; Schatschneider, Christopher

    2015-01-01

    The purpose of the present study was to investigate and rank order by importance the contributions of various cognitive predictors to reading comprehension in third, seventh, and tenth graders. An exploratory factor analysis revealed that for third grade, the best fit was a four-factor solution including Fluency, Verbal Reasoning, Nonverbal Reasoning, and Working Memory factors. For seventh and tenth grade, three-factor solutions with Fluency, Reasoning, and Working Memory factors were the best fit. The three and four-factor models were used in separate dominance analyses for each grade to rank order the factors by predictive importance to reading comprehension. Results indicated that Fluency and Verbal Reasoning were the most important predictors of third grade reading comprehension. For seventh grade, Fluency and Reasoning were the most important predictors. By tenth grade, Reasoning was the most important predictor of reading comprehension. Working Memory was the least predictive of reading comprehension across all grade levels. These results suggest that inferential reasoning skills become an important contributor to reading comprehension at increasing grade levels. PMID:26346315

  8. Using Electronic Reading Devices to Gauge Student Situational Interest in Reading: A Quantitative Study with Ninth-Grade Language Arts Students

    ERIC Educational Resources Information Center

    Matis, Karen Louise

    2013-01-01

    Students' initial eagerness and excitement for learning to read are evident when they enter primary grades. Their levels of enthusiasm for reading diminish through elementary (Eccles, Wigfield, Harold, & Blumenfeld, 1993; Mazzoni, Gambell, & Koreamaki, 1999) and middle school (McKenna & Kearn, 1990; Oldfather & McLaughlin, 1993)…

  9. An Analysis of the Impact of Second Grade Students' Self-Selection of Text on Their Engagement, Discourse, and Reading Strategies during Guided Reading

    ERIC Educational Resources Information Center

    Gurley, Jackie L.

    2012-01-01

    This study examined the impact of self-selection of text on literacy behaviors in guided reading instruction. Four second grade students were observed during guided reading instruction. Literacy behaviors were defined as engagement, oral and written discourse, and strategies used to problem-solve unknown words or breaks in comprehension.…

  10. Extensives Lesen und Lektueren im Englischunterricht der Sekundarstufe Eins (Extensive Reading and Reading Materials in English Teaching in the Intermediate Grades).

    ERIC Educational Resources Information Center

    Hermes, Liesel

    1978-01-01

    Maintains that cursory reading of original literary texts should have no place in foreign language teaching in the intermediate grades. Discusses "edited" versions of texts, and the weaknesses thereof. Gives a review of reading texts available in series, and discusses methodological problems. (IFS/WGA)

  11. Incorporating Reading in an Elementary Physical Education Program with the Utilization of the Physio-Cat Program to Improve Fifth-Grade Reading-Comprehension Skills

    ERIC Educational Resources Information Center

    Polite', Cheryl Powell

    2012-01-01

    This was a quantitative study utilized to determine the effect of the Physio-Cat Program on improving reading-comprehension scores in reading for students in kindergarten through Grade 5 at an elementary school in Dade County Florida. The Physio-Cat Program, designed by this researcher, was developed to provide an innovative approach to improve…

  12. An Examination of the Effect of Reading Interest and Selected Demographic Factors on Reading Performance among Students in the Middle Grades

    ERIC Educational Resources Information Center

    Childs, Kamshia

    2013-01-01

    Much time is spent instilling in young students the importance of reading, and the impact reading has on their being considered "smart." The activities presented to students in primary (Pre-Kindergarten/Kindergarten) classrooms through third grade are engaging and cooperative, and they provide a sense of accomplishment for students who…

  13. Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students

    ERIC Educational Resources Information Center

    Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E.

    2011-01-01

    This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifth-grade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31…

  14. The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students from Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

    ERIC Educational Resources Information Center

    Ortiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M.

    2012-01-01

    This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…

  15. A Comparison of Seventh Grade Thai Students' Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher's Manual

    ERIC Educational Resources Information Center

    Sawangsamutchai, Yutthasak; Rattanavich, Saowalak

    2016-01-01

    The objective of this research is to compare the English reading comprehension and motivation to read of seventh grade Thai students taught with applied instruction through the genre-based approach and teachers' manual. A randomized pre-test post-test control group design was used through the cluster random sampling technique. The data were…

  16. Immediate and Long-Term Effects of Tier 2 Reading Instruction for First-Grade Students with a High Probability of Reading Failure

    ERIC Educational Resources Information Center

    Case, Lisa; Speece, Deborah; Silverman, Rebecca; Schatschneider, Christopher; Montanaro, Elizabeth; Ritchey, Kristen

    2014-01-01

    This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including…

  17. Prevalence of Elevated Blood Pressure in Hispanic versus Non-Hispanic 6th Graders

    ERIC Educational Resources Information Center

    Tarlton, Patricia A.

    2007-01-01

    Blood pressure screening was conducted on 4,311 (Hispanic n = 763 [17.7%], White n = 2,566 [59.5%], African American n = 610 [14.1%], Asian n = 136 [3.2%], Multiracial n = 231 [5.4%], and Native American n = 5 [0.1%]) 6th-grade students enrolled in Seminole County, Florida, Public Schools from August to December 2005. Prevalence of obesity was 21%…

  18. Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish-Speaking Children: Similarities and Differences

    ERIC Educational Resources Information Center

    Gottardo, Alexandra; Collins, Penny; Baciu, Iuliana; Gebotys, Robert

    2008-01-01

    We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish-speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second…

  19. An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin

    2015-01-01

    This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

  20. Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated Texts

    PubMed Central

    Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Romain, Melissa; Francis, David; Vaughn, Sharon

    2012-01-01

    We evaluated the reliability and validity of two oral reading fluency scores for one-minute equated passages: median score and mean score. These scores were calculated from measures of reading fluency administered up to five times over the school year to students in grades 6–8 (n = 1,317). Both scores were highly reliable with strong convergent validity for adequately developing and struggling middle grade readers. These results support the use of either the median or mean score for oral reading fluency assessments for middle grade readers. PMID:23087532

  1. Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade.

    PubMed

    Bach, Silvia; Richardson, Ulla; Brandeis, Daniel; Martin, Ernst; Brem, Silvia

    2013-11-15

    Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study

  2. Effects of a Tier 2 Supplemental Reading Intervention for At-Risk Fourth Grade Students.

    PubMed

    Ritchey, Kristen D; Silverman, Rebecca D; Montanaro, Elizabeth A; Speece, Deborah L; Schatschneider, Christopher

    2012-01-01

    This study investigated a Tier 2 intervention in the context of a Response to Intervention (RTI) model for 123 fourth grade students who were identified as having a high probability of reading failure. A randomized control trial was used to evaluate the effects of a 24 session multi-component supplemental intervention targeting fluency and expository comprehension of science texts. Intervention students performed significantly higher on comprehension strategy knowledge and use and science knowledge, but not on word reading, fluency, or other measures of reading comprehension. Moderators of intervention effects were also examined; children at higher risk in the intervention condition appeared to benefit more in comparison to lower probability children in intervention and compared to higher probability children in the control condition. PMID:22685347

  3. WWC Quick Review of the Report "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    The study, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," examined the effects of four supplemental reading comprehension curricula: (1) Project CRISS (CReating Independence through Student-owned Strategies), (2) ReadAbout, (3) Read for Real, and (4) Reading for…

  4. ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use

    ERIC Educational Resources Information Center

    Ciampa, Katia

    2012-01-01

    This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests,…

  5. Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers when Using Equated Texts

    ERIC Educational Resources Information Center

    Barth, Amy E.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Romain, Melissa; Francis, David; Vaughn, Sharon

    2012-01-01

    We evaluated the reliability and validity of two oral reading fluency scores for 1-minute equated passages: median score and mean score. These scores were calculated from measures of reading fluency administered up to five times over the school year to students in grades six to eight (n = 1,317). Both scores were highly reliable with strong…

  6. Improving Reading and Literacy in Grades 1-5: A Resource Guide to Research-Based Programs.

    ERIC Educational Resources Information Center

    St. John, Edward P.; Loescher, Siri Ann; Bardzell, Jeffrey S.

    Early reading and literacy have become the focus of policymakers, with a renewed emphasis on the early grades. This resource provides a guide to important and effective research-based reading programs. The guide's in-depth coverage analyzes and compares features, frameworks, tools, methods, and reform components for the following 17 major reading…

  7. The Impact of Year-Round Education on Fifth Grade African American Reading Achievement Scores in an Urban Illinois School

    ERIC Educational Resources Information Center

    Merrill, Carolyn Ann

    2012-01-01

    The purpose of this quantitative, causal-comparative study was to determine the impact of the year-round education school calendar on the standardized test performance of fifth grade African American students, as measured by the Illinois Standards Achievement Test (ISAT) in reading. The ISAT reading scores from two year-round education (YRE)…

  8. Performance in a Visual Search Task Uniquely Predicts Reading Abilities in Third-Grade Hong Kong Chinese Children

    ERIC Educational Resources Information Center

    Liu, Duo; Chen, Xi; Chung, Kevin K. H.

    2015-01-01

    This study examined the relation between the performance in a visual search task and reading ability in 92 third-grade Hong Kong Chinese children. The visual search task, which is considered a measure of visual-spatial attention, accounted for unique variance in Chinese character reading after controlling for age, nonverbal intelligence,…

  9. Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai

    2015-01-01

    In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…

  10. Reading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Research

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Wexler, Jade; Vaughn, Sharon; Ciullo, Stephen

    2010-01-01

    A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high…

  11. The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2010

    2010-01-01

    This report from the National Assessment of Educational Progress (NAEP) presents results from the 2009 NAEP in reading. Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 NAEP in reading. At each grade, students responded to questions designed to measure their knowledge of…

  12. First Grade Teachers' Perceptions of the Five Strands of Effective Reading Instruction and Their Possible Influence on Daily Instructional Practices

    ERIC Educational Resources Information Center

    Nguyen, Nghia Van

    2013-01-01

    First grade teachers play a critical role in shaping the foundation for early literacy skills acquisition of primary students. Past research studies have indicated that primary students whose teachers followed the"Big 5 Ideas" to teach reading had higher reading abilities when compared to other students. The purpose of this current…

  13. English, Journalism, Reading. Curriculum Guide for the Language Arts. Grade 7-12. LA-501-82.

    ERIC Educational Resources Information Center

    Garber, Darrell H.

    Reading, writing, and speaking/listening are integrated in this teacher-developed language arts curriculum guide designed for use in grades 7-12. English and reading for middle/junior high school students is designed to develop academic skills as well as to help students make adjustments to the physical and emotional changes they undergo. English…

  14. The Effects of Integrating a Multiple Intelligence Based Language Arts Curriculum on Reading Comprehension of First and Second Grade Students.

    ERIC Educational Resources Information Center

    Gens, Patricia; Provance, Jane; VanDuyne, Kathleen; Zimmerman, Kimberlee

    A program was developed for improving primary level student intelligences in order to improve reading comprehension, prediction skills, and the ability to apply targeted reading strategies. The targeted population consisted of first and second grade students in a middle class community located in the far southern Chicago metropolitan area. The…

  15. Functional Grammar and Teaching of Reading--A Pedagogy Based on Graded Teaching of College English in China

    ERIC Educational Resources Information Center

    Xu, Tuo; Zhang, Beili

    2015-01-01

    This article discusses the importance of functional grammar and demonstrates its application to the teaching of reading among graded college students. Functional grammar holds that a discourse is composed of two levels: the interior level and the exterior level. Therefore, reading activities involve both linguistic elements and contexts.…

  16. Online Reading Comprehension among Seventh Grade Students with High Incidence Disabilities in Inclusive Settings: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Robbins, Katherine R.

    2010-01-01

    Because research exploring how students with disabilities read and comprehend on the Internet is scarce, a mixed methods study was implemented to determine if Internet Reciprocal Teaching (IRT) is an effective intervention for improving online reading comprehension among seventh grade students with high-incidence disabilities in inclusive…

  17. Relationship of Reading Fluency Assessment Data with State Accountability Test Scores: A Longitudinal Comparison of Grade Levels

    ERIC Educational Resources Information Center

    Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E.

    2006-01-01

    The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…

  18. The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 12, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2014

    2014-01-01

    Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's 2013 student achievement in reading.…

  19. Reading Apprenticeship Classrooms: Effectiveness of Teacher Think-Alouds to Increase the Metacognition of 7th Grade Social Studies Students

    ERIC Educational Resources Information Center

    Matz, Debbie S.

    2012-01-01

    This study examined how the use of teacher think-alouds influenced and transferred to the reading comprehension and metacognition of seventh grade middle school social studies students in two Reading Apprenticeship classrooms. The researcher conducted classroom observations at a middle school in a mid-size suburban and rural school district in…

  20. In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge

    ERIC Educational Resources Information Center

    Griffith, Robin; Bauml, Michelle; Barksdale, Bonnie

    2015-01-01

    This study provides insight into the in-the-moment teaching decisions made during reading instruction in the primary grades. Eight exemplary teachers of reading drew upon pedagogical knowledge and pedagogical content knowledge to make these in-the-moment decisions. Findings indicate the focus of teachers' in-the-moment decisions varied depending…

  1. Applying a Multiple Group Causal Indicator Modeling Framework to the Reading Comprehension Skills of Third, Seventh, and Tenth Grade Students

    ERIC Educational Resources Information Center

    Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher

    2015-01-01

    This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…

  2. The Relations between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study from Kindergarten to Fifth Grade

    ERIC Educational Resources Information Center

    Nevo, Einat; Bar-Kochva, Irit

    2015-01-01

    This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in…

  3. Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory-4

    ERIC Educational Resources Information Center

    Clark, Mary Kristen; Kamhi, Alan G.

    2014-01-01

    Purpose: In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory-4 (QRI-4) and 2 experimenter constructed passages. Method: In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5…

  4. A Study of Two First-Grade Teachers "Roaming around the Known" with Their Students. Reading Research Report No. 9.

    ERIC Educational Resources Information Center

    Marks, Tracey A.; And Others

    A study describes the process of two first-grade teachers incorporating the Reading Recovery process of "roaming around the known" in their regular classrooms. Their purpose was to assess what their students knew about print. Data collection for these case studies took place for 16 weeks late in 1992; participants included 49 first-grade students…

  5. The Effects of a Peer Tutoring Intervention Program on the Reading Levels of Underachieving Fifth Grade Students.

    ERIC Educational Resources Information Center

    Perry, Marie J.

    A practicum addressed the cognitive and affective needs of underachieving fifth grade students in a suburban school in southwest Florida. Twelve fifth grade students (the target group) were paired with same age tutors who provided supplemental reading instruction four times a week over a 12-week period. They also participated in weekly…

  6. The Effects of Phonemic Awareness Instruction in First Grade on the Reading Scores of Rural Primary Students.

    ERIC Educational Resources Information Center

    Thornton, Linda H.; Vinzant, Rebecca S.

    A study investigated the effect of phonemic awareness instruction on the reading ability of first and second grade students. Participants were 100 second graders who had been in 5 first grades at Westside Elementary in Searcy, Arkansas. Using a posttest only control group design and a t test for independent samples, it was found that second grade…

  7. The Hunters Point-Bayview SEED Project: A Diagnostic Review of Reading Achievement in the First Three Grades.

    ERIC Educational Resources Information Center

    Counelis, James Steve

    A diagnostic review of reading achievement in the first three grades of the South East Education Development (SEED) project is presented. Comparisons are made with the 1969-1970 SEED data, which is considered baseline. The findings indicated that: (1) no significant difference existed in the pooled attendance for each grade between two successive…

  8. Going beyond the Fab Five: Helping Students Cope with the Unique Linguistic Challenges of Expository Reading in Intermediate Grades

    ERIC Educational Resources Information Center

    Fang, Zhihui

    2008-01-01

    As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary-grade storybooks. These linguistic features pose new comprehension challenges for…

  9. The Effect of Experiences with Animals on the Reading Comprehension Skills of Students in the Seventh Grade

    ERIC Educational Resources Information Center

    Petersen, Annie

    2008-01-01

    The Problem: The study examined the difference that animal interactions had on the reading comprehension growth skills of students in the seventh grade. Method: A quasiexperimental study was conducted with two seventh-grade classes at William Howard Taft Middle School. One class received daily 20-minute animal interaction experiences for 5 days.…

  10. INDIVIDUALIZED READING VERSUS A BASAL READER PROGRAM IN RURAL COMMUNITIES, A SECOND YEAR--GRADES ONE AND TWO.

    ERIC Educational Resources Information Center

    MOQUIN, L. DORIS; SPENCER, DORIS U.

    THE EFFECTIVENESS OF THE INDIVIDUALIZED READING PROGRAM OF COOPERATIVE RESEARCH PROJECT-2673 WAS EVALUATED. THE STUDY REPEATED THE PROGRAM IN MANY OF THE ORIGINAL CLASSES AND EXTENDED THE METHOD TO NEW FIRST-GRADE CLASSES. THE ACHIEVEMENT OF THESE CLASSES WAS COMPARED WITH THAT OF FIRST GRADES TAUGHT BY THE BASAL READER METHOD. THE STUDY CONTINUED…

  11. An Examination of a Relationship between Reading Attitudes and Reading Achievement for a Group of Sixth Grade Students

    ERIC Educational Resources Information Center

    Ward, Susan Lynette

    2013-01-01

    The importance of reading proficiency is unquestioned. Although the nation has set a goal for all students to be proficient in reading, many of the nation's students are not proficient readers. The vast majority of research examining reading proficiency and reading achievement has concentrated on the cognitive aspects of reading and the use…

  12. IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK.

    PubMed

    Speece, Deborah L; Schatschneider, Christopher; Silverman, Rebecca; Case, Lisa Pericola; Cooper, David H; Jacobs, Dawn M

    2011-06-01

    Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2-word fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of .96, which indicates the selected 3-variable model is highly accurate. PMID:22058431

  13. IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK

    PubMed Central

    Speece, Deborah L.; Schatschneider, Christopher; Silverman, Rebecca; Case, Lisa Pericola; Cooper, David H.; Jacobs, Dawn M.

    2011-01-01

    Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2-word fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of .96, which indicates the selected 3-variable model is highly accurate. PMID:22058431

  14. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades

    PubMed Central

    Foorman, Barbara R.; Koon, Sharon; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea

    2015-01-01

    The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population—adolescent readers in 4th through 10th grades. The current study employed latent variable modeling of decoding fluency, vocabulary, syntax, and reading comprehension so as to represent these constructs with minimal error and to examine whether residual variance unaccounted for by oral language can be captured by specific factors of syntax and vocabulary. A 1-, 3-, 4-, and bifactor model were tested with 1,792 students in 18 schools in 2 large urban districts in the Southeast. Students were individually administered measures of expressive and receptive vocabulary, syntax, and decoding fluency in mid-year. At the end of the year students took the state reading test as well as a group-administered, norm-referenced test of reading comprehension. The bifactor model fit the data best in all 7 grades and explained 72% to 99% of the variance in reading comprehension. The specific factors of syntax and vocabulary explained significant unique variance in reading comprehension in 1 grade each. The decoding fluency factor was significantly correlated with the reading comprehension and oral language factors in all grades, but, in the presence of the oral language factor, was not significantly associated with the reading comprehension factor. Results support a bifactor model of lexical knowledge rather than the 3-factor model of the Simple View of Reading, with the vast amount of variance in reading comprehension explained by a general oral language factor. PMID:26346839

  15. Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?

    PubMed Central

    Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.

    2015-01-01

    Children (n=747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of 1st grade); addition retrieval (end of 2nd grade); and calculations and word reading (end of 3rd grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly contributed to both outcomes, via retrieval. However, there was no overlap in domain-general direct effects on calculations (attentive behavior, reasoning, working memory) versus word reading (language, phonological memory, RAN). Results suggest ease of forming associative relations and abilities engaged during the formation of these long-term memories are common to both outcomes and can be indexed by addition fact retrieval, but further growth in calculations and word reading is driven by different constellations of domain-general abilities. PMID:26700885

  16. Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

    PubMed

    Fuchs, Lynn S; Geary, David C; Fuchs, Douglas; Compton, Donald L; Hamlett, Carol L

    2016-03-01

    Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition retrieval (end of second grade), and calculations and word reading (end of third grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly contributed to both outcomes, via retrieval. However, there was no overlap in domain-general direct effects on calculations (attentive behavior, reasoning, working memory) versus word reading (language, phonological memory, RAN). Results suggest ease of forming associative relations and abilities engaged during the formation of these long-term memories are common to both outcomes and can be indexed by addition-fact retrieval, but further growth in calculations and word reading is driven by different constellations of domain-general abilities. PMID:26700885

  17. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    ERIC Educational Resources Information Center

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

  18. Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross-Sectional Study.

    PubMed

    Park, Hyun-Rin; Uno, Akira

    2015-08-01

    The purpose of this cross-sectional study was to examine the cognitive abilities that predict reading and spelling performance in Korean children in Grades 1 to 4, depending on expertise and reading experience. As a result, visual cognition, phonological awareness, naming speed and receptive vocabulary significantly predicted reading accuracy in children in Grades 1 and 2, whereas visual cognition, phonological awareness and rapid naming speed did not predict reading accuracy in children in higher grades. For reading, fluency, phonological awareness, rapid naming speed and receptive vocabulary were crucial abilities in children in Grades 1 to 3, whereas phonological awareness was not a significant predictor in children in Grade 4. In spelling, reading ability and receptive vocabulary were the most important abilities for accurate Hangul spelling. The results suggested that the degree of cognitive abilities required for reading and spelling changed depending on expertise and reading experience. PMID:25997096

  19. Exploring the Value Added of a Guided, Silent Reading Intervention: Effects on Struggling Third-Grade Readers’ Achievement

    PubMed Central

    Reutzel, D. Ray; Spichtig, Alexandra N.; Petscher, Yaacov

    2015-01-01

    The authors’ purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban school district in the state of Florida. A matched, quasi-experimental design was constructed using propensity scores for this study. Students in the guided, silent reading intervention, Reading Plus, evidenced higher, statistically significant mean scores on the Florida Comprehensive Assessment Test criterion assessment measure of reading at posttest. The effect size, favoring the guided, silent reading intervention group was large, 1 full standard deviation, when comparing the 2 comparison groups’ mean posttest scores. As such, the results indicate a large advantage for providing struggling third-grade readers guided silent reading fluency practice in a computer-based practice environment. No significant difference was found between the treatment and control group on the Stanford Achievement Test–10 (SAT-10) posttest scores, although posttest scores for the treatment group trended higher than the control. After conducting a power analysis, it was determined that the sample size (n = 80) was too small to provide sufficient statistical power to detect a difference in third-grade students’ SAT-10 scores. PMID:26346539

  20. An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom

    ERIC Educational Resources Information Center

    Williams, Angela W.

    2013-01-01

    This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students perceived to be motivating. The reading instructional program was designed using…

  1. Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children's Oral Reading Fluency in Second Grade

    ERIC Educational Resources Information Center

    York, Mary J.; Foorman, Barbara R.; Santi, Kristi L.; Francis, David J.

    2011-01-01

    We examined student-, classroom-, and school-level effects in predicting second-grade Spanish-speaking children's oral reading fluency in Spanish. Teachers in 67 randomly selected urban schools administered the Tejas LEE to 1,537 first- and second-grade students. Oral reading fluency was measured in the passages students read for comprehension.…

  2. Reading Grade Level and Completeness of Freely Available Materials on Thyroid Nodules: There Is Work to Be Done

    PubMed Central

    Barnes, J. Aaron

    2015-01-01

    Background: Patient education is one of the key components required for patients to participate in decision making for their care. Sources of information should be complete and understandable. The objective of this study was to assess the quality and reading grade level of freely available materials pertaining to the evaluation and treatment of thyroid nodules. Methods: All available materials were gathered through a comprehensive Internet search or direct contact with each identified organization associated with thyroid care. Materials meeting inclusion criteria were assessed for completeness of content and reading grade level using the SMOG readability formula. Then, the DISCERN instrument was utilized to assess the quality of the five materials which had the best (lowest) and the five materials that had the worst (highest) SMOG reading grade levels. Results: A total of 63 materials on thyroid nodule evaluation and management were identified. A minority of materials presented readers with a complete picture of the topic, describing both benefits and cautions of thyroid nodule evaluation, benefits and cautions of fine-needle thyroid nodule biopsy, or risks, benefits, and long-term effects of thyroidectomy. The SMOG reading grade level assessment was well above recommended levels. The range was eighth grade to college level; the mean and median reading grade level were 13. Lastly, the DISCERN instrument revealed that most of the materials with both the best and the worst reading grade levels assessed had “extensive or serious shortcomings” that would impede their usefulness as high-quality sources of information regarding management options. Conclusions: Existing thyroid nodule evaluation and management materials have serious shortcomings. Future work should focus on the development of patient materials that are both grade level appropriate and meet the DISCERN criteria for topic completeness and accuracy. PMID:25384093

  3. The Effects of Student and Text Characteristics on the Oral Reading Fluency of Middle-Grade Students

    PubMed Central

    Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Francis, David

    2014-01-01

    We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6–8 (N = 1,794). Students who were struggling (n = 704) and typically developing readers (n = 1,028) were randomly assigned to read five 1-min passages from each of 5 Lexile bands (within student range of 550 Lexiles). A series of multilevel analyses showed that student and text characteristics contributed uniquely to oral reading fluency rates. Student characteristics involving sight word reading efficiency and level of decoding ability accounted for more variability than reader type and verbal knowledge, with small, but statistically significant effects of grade and gender. The most significant text feature was passage difficulty level. Interactions involving student text characteristics, especially attributes involving overall ability level and difficulty of the text, were also apparent. These results support views of the development of oral reading fluency that involve interactions of student and text characteristics and highlight the importance of scaling for passage difficulty level in assessing individual differences in oral reading fluency. PMID:24567659

  4. The 6th International Earth Science Olympiad: A Student Perspective

    ERIC Educational Resources Information Center

    Barlett, Luke; Cathro, Darcy; Mellow, Maddi; Tate, Clara

    2014-01-01

    In October 2012, two students from the Australian Science and Mathematics School and two from Yankalilla Area School were selected to travel to Olavarria, Argentina in order to compete in the 6th International Earth Science Olympiad (IESO). It was an opportunity for individuals with a passion for Earth science to come together from 17 countries to…

  5. Why are urban Indian 6th graders using more tobacco than 8th graders? Findings from Project MYTRI

    PubMed Central

    Stigler, M H; Perry, C L; Arora, M

    2006-01-01

    Objective To investigate why urban Indian 6th graders may be using more tobacco than urban Indian 8th graders. Design Cross‐sectional survey of students conducted in the summer of 2004, as the baseline evaluation tool for a group‐randomised tobacco prevention intervention trial (Project MYTRI). Mixed‐effects regression models were used to (1) examine the relationship between 15 psychosocial risk factors and current use of any tobacco, by grade; and (2) examine differences in psychosocial risk factors, by grade. Setting Thirty‐two private (high socioeconomic status (SES)) and government (low‐mid SES) schools in two large cities in India (Delhi and Chennai). Subjects Students in the 6th and 8th grade in these schools (n  =  11642). Among these, 50.6% resided in Delhi (v Chennai), 61.4% attended a government school (v a private school), 52.9% were enrolled in 6th grade (v 8th), and 54.9% were male (v female). Main outcome measure Current (past 30 day) use of any tobacco, including chewing tobacco (for example, gutkha), bidis, or cigarettes. Result Almost all psychosocial factors were significantly related to tobacco use, for students in both grades. Some of the strongest correlates included social susceptibility to and social norms about use. Exposure to tobacco advertising was a strong correlate of tobacco use for 6th graders, but not for 8th graders. Sixth graders scored lower than 8th graders on almost all factors, indicating higher risk. Conclusions The “risk profile” of 6th graders suggests they would be vulnerable to use and to begin using tobacco, as well as to outside influences that may encourage use. PMID:16723678

  6. Using Word Identification Fluency to Monitor First-Grade Reading Development.

    PubMed

    Zumeta, Rebecca O; Compton, Donald L; Fuchs, Lynn S

    2012-01-01

    This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading achievement (n = 202) and those with high/average achievement (n = 213). Data were collected weekly on broadly and narrowly sampled WIF lists for 15 weeks and on criterion measures in the fall and spring. Broad lists were developed by sampling words from 500 high-frequency words, whereas narrow lists were created by sampling from the 133 words from Dolch preprimer, primer, and first-grade word lists. Overall, predictive validity for performance level, predictive validity for growth, and commonality analysis showed narrow sampling was better for screening the representative group and the high/average subgroup. Broad sampling was superior for screening the low-achieving subgroup and for progress monitoring across groups. PMID:22736804

  7. Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups

    ERIC Educational Resources Information Center

    Korat, Ofra; Schiff, Rachel

    2005-01-01

    We investigated how SES, grade level, and book reading experiences are related to children's writing self-efficacy as well as to their knowledge of "good writing" and "writing difficulties." The sample included 199 middle-high (HSES) and low (LSES) SES children (63 second graders, 67 fourth graders, and 69 sixth graders). Gender and SES (low and…

  8. The Effects of a Supplementary Computerized Fluency Intervention on the Generalization of the Oral Reading Fluency and Comprehension of First-Grade Students

    ERIC Educational Resources Information Center

    Gibson, Lenwood, Jr.; Cartledge, Gwendolyn; Keyes, Starr E.; Yawn, Christopher D.

    2014-01-01

    The current study investigated the effects of a repeated reading intervention on the oral reading fluency (ORF) and comprehension on generalization passages for eight, first-grade students with reading risk. The intervention involved a commercial computerized program (Read Naturally Software Edition [RNSE], 2009) and a generalization principle…

  9. Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032

    ERIC Educational Resources Information Center

    James-Burdumy, Susanne; Mansfield, Wendy; Deke, John; Carey, Nancy; Lugo-Gil, Julieta; Hershey, Alan; Douglas, Aaron; Gersten, Russell; Newman-Gonchar, Rebecca; Dimino, Joseph; Faddis, Bonnie

    2009-01-01

    This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and…

  10. The Effect of Repeated Reading Instruction on Oral Reading Fluency and Its Impact on Reading Comprehension of Grade 5 English Language Learners

    ERIC Educational Resources Information Center

    Wang, W. Maria

    2011-01-01

    The Problem. In its meta-analysis on teaching children to read, U.S. National Reading Panel (NICHD & NIH, 2000) found repeated reading to be an effective technique for reading instruction. Specifically, the report determined that repeated reading procedures had a positive impact on word recognition, fluency, and comprehension across a range of…

  11. PREFACE: The 6th Nordic Meeting on Nuclear Physics

    NASA Astrophysics Data System (ADS)

    Løvhøiden, G.; Thorsteinsen, T. F.; Vaagen, J. S.

    1990-01-01

    After an unintended time gap of five years, the series of regular Nordic meetings on nuclear physics was continued with the 6th Nordic Meeting, August 10-15, 1989. The site was Utgarden in the outskirts of Kopervik, the administration center for the Saga island of Karmøy on the west-coast of Norway. Utgarden, a "peoples high-school'' with a kitchen, housing facility and a neighboring modern gymnasium with fine lecture halls, proved to be an inexpensive and adequate site for the meeting. From the time of the Vikings, the sound between Karmøyy and the mainland has been a vital part of the way to the north. Mobility and international orientation is still a signature of an area where today essential parts of Norway's oil- and metal industry are located. The conference program included a session on nuclear physics in industry and society, with contributed talks from a number of companies and technology/research institutions, which also sponsored the meeting. Lunch visits to Hydro's aluminium plant on Karmøy or alternatively to Statoil's gas terminal on the mainland, were included in the program. The scientific program gives a cross section of nuclear physics activities in which researchers from the Nordic countries are involved nowadays. The spectrum is rich, and the emphasis has shifted to higher energies than was the case five years ago. We appreciate the possibility to present this overview in a separate volume of Physica Scripta. The present issue covers nearly all the talks given at the meeting. The order deviates, however, somewhat from that of the conference program. The organizing committee tried to encourage in various ways the participation of young physicists; this effort was truely rewarded. The young participants put their imprint on the activities in the lecture halls and even more on the soccer arena. The meeting was sponsored by The University of Bergen, The Nordic Accelerator Committee, NORDITA, The Norwegian Research Council for Science and the

  12. An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties.

    PubMed

    Fien, Hank; Smith, Jean Louise M; Smolkowski, Keith; Baker, Scott K; Nelson, Nancy J; Chaparro, Erin

    2015-01-01

    This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test-10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement. PMID:24532827

  13. A Summary Report of Iowa's Review of PreK-6 Reading Assessments for Universal Screening and Progress

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2013

    2013-01-01

    This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention…

  14. The Effect of Three Noise Levels on Task Attention and Performance in Reading and Math with Fifth and Sixth Grade Children.

    ERIC Educational Resources Information Center

    Meyer, Jo Ann; Wurster, Stanley R.

    For this study, a 5th and 6th grade team taught classroom of 66 children was chosen. Three equivalent groups of 22 children each were matched on the basis of a pretest in math. Each group was given a different noise level treatment: quiet (45-55 decibels), average (55-70 decibels), and noisy (75-90 decibels). A tape recording of actual classroom…

  15. Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research

    PubMed Central

    Wanzek, Jeanne; Wexler, Jade; Vaughn, Sharon; Ciullo, Stephen

    2010-01-01

    A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions. PMID:21072128

  16. The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry.

    PubMed

    Ortiz, Miriam; Folsom, Jessica S; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M

    2012-01-01

    This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children. PMID:22227395

  17. Georgia Criterion-Referenced Tests Objectives and Assessment Characteristics for Sixth Grade Mathematics and Reading Tests (Second Edition).

    ERIC Educational Resources Information Center

    Georgia State Dept. of Education, Atlanta. Office of Planning and Development.

    Examples are given of criterion-referenced test items in mathematics and reading used at the sixth grade level in Georgia. Three skill areas are identified for mathematics: concept identification, component operations, and problem solving. Tests measure students' ability to: (1) recognize whole numbers, fractions, and decimals; (2) identify…

  18. Using Primary Language Support via Computer to Improve Reading Comprehension Skills of First-Grade English Language Learners

    ERIC Educational Resources Information Center

    Rodriguez, Cathi Draper; Filler, John; Higgins, Kyle

    2012-01-01

    Through this exploratory study the authors investigated the effects of primary language support delivered via computer on the English reading comprehension skills of English language learners. Participants were 28 First-grade students identified as Limited English Proficient. The primary language of all participants was Spanish. Students were…

  19. Learning to Read and Spell in Persian: A Cross-Sectional Study from Grades 1 to 4

    ERIC Educational Resources Information Center

    Rahbari, Noriyeh; Senechal, Monique

    2010-01-01

    We investigated the reading and spelling development of 140 Persian children attending Grades 1-4 in Iran. Persian has very consistent letter-sound correspondences, but it varies in transparency because 3 of its 6 vowel phonemes are not marked with letters. Persian also varies in spelling consistency because 6 phonemes have more than one…

  20. Examining the Internal Structure of the easyCBM Reading Measures, Grades K-5. Technical Report #1302

    ERIC Educational Resources Information Center

    Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

    2013-01-01

    In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5. Data were gathered from a convenience sample of 114 Kindergarten students, 43 first graders, 82 second graders, 100 third graders, 109 fourth graders, and 71 fifth graders attending schools in Oregon, Georgia, South…