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Sample records for achievement test reading

  1. Metropolitan Achievement Tests (MAT6) Reading Diagnostic Tests (Test Review).

    ERIC Educational Resources Information Center

    Canney, George

    1989-01-01

    Reviews the Reading Diagnostic Tests which form part of the battery of survey and diagnostic Metropolitan Achievement Tests. Finds the tests to be an impressive tool for diagnosing the reading strengths and weaknesses of elementary and junior high students. (RS)

  2. Proficiency-Referencing a Reading Achievement Test.

    ERIC Educational Resources Information Center

    Bormuth, John R.

    A procedure is demonstrated for constructing tables showing, for each score on a commercial reading achievement test, the percentage of real-world materials that the testee is likely to comprehend with at least a criterion level of proficiency, the percentages of students in a local or national sample who can competently comprehend a given…

  3. Toward Educational Testing Reform: Inside Reading Achievement Tests

    ERIC Educational Resources Information Center

    Schutz, Dick

    2013-01-01

    The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.

  4. Teachers and Tests: Assessing Pupils' Reading Achievement in Primary Schools

    ERIC Educational Resources Information Center

    Johansson, Stefan; Myrberg, Eva; Rosen, Monica

    2012-01-01

    The purpose of the present study was to examine validity aspects of teachers' judgements of pupils' reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers' judgements of…

  5. Relationships among the MCAT Reading Subtest, Nelson-Denny Reading Test, and Medical School Achievement.

    ERIC Educational Resources Information Center

    Jackson, James R.; Brooks, C. Michael

    1985-01-01

    The relationship between reading scores on the Medical College Admission Test (MCAT) and scores on the Nelson-Denny Reading Test (NDRT) was investigated, along with the tests' predictive validities for medical school achievement. Although NDRT was better as a single predictor of achievement, it has limitations as a predictive device. (SW)

  6. 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"…

  7. Effects of Extending Administration Time on Standardized Reading Achievement Tests.

    ERIC Educational Resources Information Center

    Baldwin, R. Scott; And Others

    1989-01-01

    Investigates whether the Nelson-Denny Reading Test's time restrictions may bias the performances of marginal students. Finds that the Nelson-Denny scores alone may provide biased measures of reading ability. Recommends that test makers develop extended time norms. (MG)

  8. Relationship of Oral Reading Fluency Probes on Students' Reading Achievement Test Scores

    ERIC Educational Resources Information Center

    Devena, Sarah

    2013-01-01

    Current emphasis on adequate academic progress monitored by standardized assessments has increased focus on student acquisition of required skills. Reading ability can be assessed through student achievement on Oral Reading Fluency (ORF) measures. This study investigated the effectiveness of using ORF measures to predict achievement on high stakes…

  9. Mobility and Reading Achievement.

    ERIC Educational Resources Information Center

    Waters, Theresa Z.

    A study examined the effect of geographic mobility on elementary school students' achievement. Although such mobility, which requires students to make multiple moves among schools, can have a negative impact on academic achievement, the hypothesis for the study was that it was not a determining factor in reading achievement test scores. Subjects…

  10. Effects and Perceived Consequences of Using Read-Aloud and Teacher-Recommended Testing Accommodations on a Reading Achievement Test

    ERIC Educational Resources Information Center

    McKevitt, Brian C.; Elliott, Stephen N.

    2003-01-01

    This investigation examined the effects and consequences of using testing accommodations, including reading aloud test content, with a group of eighth-grade students (N = 79) on a standardized reading test. Research questions pertaining to the effects of accommodations on reading test scores and consequences of testing on teacher and student…

  11. The Relationship between Performance on the Wepman Auditory Discrimination Test and Reading Achievement among Adolescents.

    ERIC Educational Resources Information Center

    Simpson, Robert G.; And Others

    1984-01-01

    The purpose of this study was to investigate the relationship between auditory discrimination, as measured by the Wepman Auditory Discrimination Test, and reading achievement, as measured by the Woodcock Reading Mastery Tests. After controlling for intelligence, there was little more than a random relationship between auditory discrimination and…

  12. Influence of Reading Attitude on Reading Achievement: A Test of the Temporal-Interaction Model

    ERIC Educational Resources Information Center

    Martinez, Rebecca S.; Aricak, O. Tolga; Jewell, Jeremy

    2008-01-01

    Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading…

  13. Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Intermediate Level.

    ERIC Educational Resources Information Center

    Marashi, Mehdi

    This volume contains achievement tests designed for American students who have completed second-year Persian. They are constructed on the basis of materials related to course syllabi. The tests are tailored to the needs of the conventional second-year Persian program on the college level, where emphasis is usually placed more on reading,…

  14. PASS and Reading Achievement.

    ERIC Educational Resources Information Center

    Kirby, John R.

    Two studies examined the effectiveness of the PASS (Planning, Attention, Simultaneous, and Successive cognitive processes) theory of intelligence in predicting reading achievement scores of normally achieving children and distinguishing children with reading disabilities from normally achieving children. The first study dealt with predicting…

  15. The Examination of Factorial Invariance in the Construct Validation of a Reading Achievement Test.

    ERIC Educational Resources Information Center

    Gamache, LeAnn M.

    To support the construct validity of a locally developed, sixth grade reading achievement test, an investigation of factorial invariance was made across 1556 majority, 327 Black minority, and 136 Asian minority examinees. Although the hypothesis of a unidimensional factor pattern was retained for each group, hypotheses of equal factor weights…

  16. If I Read Better, Will I Score Higher ?: The Relationship between Oral Reading Fluency Instruction and Standardized Reading Achievement Test Outcomes

    ERIC Educational Resources Information Center

    Waldron, Chad H.

    2008-01-01

    The research study examined whether a difference existed between the reading achievement scores of an experimental group and a control group in standardized reading achievement. This difference measured the effect of systematic oral reading fluency instruction with repeated readings. Data from the 4Sight Pennsylvania Benchmark Reading Assessments…

  17. Appraising Reading Achievement.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent…

  18. The Impact of Reading Achievement on Overall Academic Achievement

    ERIC Educational Resources Information Center

    Churchwell, Dawn Earheart

    2009-01-01

    This study examined the relationship between reading achievement and achievement in other subject areas. The purpose of this study was to determine if there was a correlation between reading scores as measured by the Standardized Test for the Assessment of Reading (STAR) and academic achievement in language arts, math, science, and social studies…

  19. Reading and Arithmetic Achievement Among Youths 12-17 Years as Measured by the Wide Range Achievement Test. Vital and Health Statistics Series 11, No. 136.

    ERIC Educational Resources Information Center

    Hitchcock, Dale C.; Pinder, Glenn B.

    National estimates of school achievement as measured by the reading and arithmetic subtests of the Wide Range Achievement Test (WRAT) for the noninstitutionalized population of the United States aged 12-17 years are presented. Data were obtained in the Health Examination Survey (HES) of 1966-70. In the survey a probability sample of 7,514 youths…

  20. 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…

  1. Predicting Performance on State Achievement Tests Using Curriculum-Based Measurement in Reading: A Multilevel Meta-Analysis

    ERIC Educational Resources Information Center

    Yeo, Seungsoo

    2010-01-01

    The purpose of this synthesis was to examine the relationship between Curriculum-Based Measurement (CBM) and statewide achievement tests in reading. A multilevel meta-analysis was used to calculate the correlation coefficient of the population for 27 studies that met the inclusion criteria. Results showed an overall large correlation coefficient…

  2. Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Elementary Level.

    ERIC Educational Resources Information Center

    Marashi, Mehdi

    This volume contains achievement tests designed for American students studying Persian at the elementary level. They are constructed on the basis of materials related to course syllabi. Preceding the tests, the sources of the test data are reviewed and the main ones are listed. The allocation of points in each section of the test syllabus is…

  3. Personal Achievement Reading: Agriculture.

    ERIC Educational Resources Information Center

    Rozeboom, Deborah A.

    Exercises are provided in a set of five workbooks designed to aid students in agricultural programs in building vocabulary and reading skills. Each workbook borrows from terminology of agriculture to provide explanations and exercises for a sequential series of instructional objectives. One workbook concentrates on the ability to determine word…

  4. Personal Achievement Reading: Business.

    ERIC Educational Resources Information Center

    Swinton, Janet R.

    Exercises are provided in this set of four workbooks designed to aid students in business programs in building vocabulary and reading skills. Each workbook borrows from business terminology to provide explanations and exercises for a sequential series of instructional objectives. One workbook concentrates on developing the ability to determine…

  5. Improvements in Interval Time Tracking and Effects on Reading Achievement

    ERIC Educational Resources Information Center

    Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z.

    2007-01-01

    This study examined the effect of improvements in timing/rhythmicity on students' reading achievement. 86 participants completed pre- and post-test measures of reading achievement (i.e., Woodcock-Johnson III, Comprehensive Test of Phonological Processing, Test of Word Reading Efficiency, and Test of Silent Word Reading Fluency). Students in the…

  6. Wechsler Individual Achievement Test.

    ERIC Educational Resources Information Center

    Taylor, Ronald L.

    1999-01-01

    This article describes the Wechsler Individual Achievement Test, a comprehensive measure of achievement for individuals in grades K-12. Eight subtests assess mathematics reasoning, spelling, reading comprehension, numerical operations, listening comprehension, oral expression, and written expression. Its administration, standardization,…

  7. Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students' Achievement and Attribution

    ERIC Educational Resources Information Center

    Cuevas, Joshua A.; Irving, Miles A.; Russell, L. Roxanne

    2014-01-01

    This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that…

  8. The Relationship between Students' Performance on the Cognitive Abilities Test (CogAT) and the Fourth and Fifth Grade Reading and Math Achievement Tests in Ohio

    ERIC Educational Resources Information Center

    Warnimont, Chad S.

    2010-01-01

    The purpose of this quantitative study was to examine the relationship between students' performance on the Cognitive Abilities Test (CogAT) and the fourth and fifth grade Reading and Math Achievement Tests in Ohio. The sample utilized students from a suburban school district in Northwest Ohio. Third grade CogAT scores (2006-2007 school year), 4th…

  9. Quality of Education Predicts Performance on the Wide Range Achievement Test-4th Edition Word Reading Subtest

    PubMed Central

    Sayegh, Philip; Arentoft, Alyssa; Thaler, Nicholas S.; Dean, Andy C.; Thames, April D.

    2014-01-01

    The current study examined whether self-rated education quality predicts Wide Range Achievement Test-4th Edition (WRAT-4) Word Reading subtest and neurocognitive performance, and aimed to establish this subtest's construct validity as an educational quality measure. In a community-based adult sample (N = 106), we tested whether education quality both increased the prediction of Word Reading scores beyond demographic variables and predicted global neurocognitive functioning after adjusting for WRAT-4. As expected, race/ethnicity and education predicted WRAT-4 reading performance. Hierarchical regression revealed that when including education quality, the amount of WRAT-4's explained variance increased significantly, with race/ethnicity and both education quality and years as significant predictors. Finally, WRAT-4 scores, but not education quality, predicted neurocognitive performance. Results support WRAT-4 Word Reading as a valid proxy measure for education quality and a key predictor of neurocognitive performance. Future research should examine these findings in larger, more diverse samples to determine their robust nature. PMID:25404004

  10. Quality of education predicts performance on the Wide Range Achievement Test-4th Edition Word Reading subtest.

    PubMed

    Sayegh, Philip; Arentoft, Alyssa; Thaler, Nicholas S; Dean, Andy C; Thames, April D

    2014-12-01

    The current study examined whether self-rated education quality predicts Wide Range Achievement Test-4th Edition (WRAT-4) Word Reading subtest and neurocognitive performance, and aimed to establish this subtest's construct validity as an educational quality measure. In a community-based adult sample (N = 106), we tested whether education quality both increased the prediction of Word Reading scores beyond demographic variables and predicted global neurocognitive functioning after adjusting for WRAT-4. As expected, race/ethnicity and education predicted WRAT-4 reading performance. Hierarchical regression revealed that when including education quality, the amount of WRAT-4's explained variance increased significantly, with race/ethnicity and both education quality and years as significant predictors. Finally, WRAT-4 scores, but not education quality, predicted neurocognitive performance. Results support WRAT-4 Word Reading as a valid proxy measure for education quality and a key predictor of neurocognitive performance. Future research should examine these findings in larger, more diverse samples to determine their robust nature. PMID:25404004

  11. Effects of Visual and Auditory Background on Reading Achievement Test Performance of Brain-Injured and Non Brain-Injured Children.

    ERIC Educational Resources Information Center

    Carter, John L.

    Forty-two brain injured boys and 42 non brain injured boys (aged 11-6 to 12-6) were tested to determine the effects of increasing amounts of visual and auditory distraction on reading performance. The Stanford Achievement Reading Comprehension Test was administered with three degrees of distraction. The visual distraction consisted of either very…

  12. The relationship between reading and science achievement of fifth grade students as measured by the Texas Assessment of Knowledge and Skills test

    NASA Astrophysics Data System (ADS)

    Ratliff, Charles H.

    The purpose of this study was to examine the relationship between the reading and science achievement of upper elementary students as assessed by the Texas Assessment of Knowledge and Skills (TAKS) test in the Region One Educational Service Center area in the 2006 testing cycle. A correlational research design was utilized to study these relationships. The participants were those fifth grade students who had been administered both the English versions of the reading and science TAKS tests (N = 6,281) or both the Spanish versions of the reading and science TAKS tests (N = 491). Bivariate analyses using the Pearson product-moment correlation technique were implemented to determine the strength and direction of the relationship between the reading and science achievements of the study group. To test the first research hypothesis, a Pearson product-correlation technique was used to estimate the relationship between English reading achievement and the English science achievement of the study group. The obtained correlation coefficient of r = + .51 was statistically significant ( p < .001). This is viewed as a moderate to strong relationship. To test the second research hypothesis, a Pearson product-moment correlation technique was used to estimate the relationship between the Spanish reading achievement and the Spanish science achievement of the study group. The obtained correlation coefficient of r = + .53 was statistically significant (p < .001). This also is viewed as a moderate to strong relationship. The results of this study suggest that science achievement, as measured by the TAKS tests, is influenced by a student's reading achievement and may not be a valid assessment of their science knowledge but a combination of both their reading and science ability. These results also suggest that to improve the validity of the science TAKS test, it should be modified to include more authentic assessment measures which do not rely so much on reading ability.

  13. The Effect of Guided Reading Instruction on Reading Achievement

    ERIC Educational Resources Information Center

    Underwood, Vanda Lea

    2010-01-01

    Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child's own reading level, known as "guided reading instruction," would result in significant…

  14. 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…

  15. The Development and Evaluation of an Achievement Test for Measuring the Efficacy of Task-Based Writing Activities to Enhance Iranian EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Nejad, Ferdows Mohsen; Khosravian, Fereshteh

    2014-01-01

    The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability…

  16. 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…

  17. Reading Recovery and Student Achievement

    ERIC Educational Resources Information Center

    Joiner, Sherrie Michelle

    2012-01-01

    Reading is a skill, which is essential for a child's school success. The purpose of this quantitative, causal-comparative study was to investigate the effects of the Reading Recovery (RR) Program. The data utilized were from two groups of students at-risk in the area of reading, first-grade students involved in at least 12 weeks of Reading…

  18. How Reading Volume Affects Both Reading Fluency and Reading Achievement

    ERIC Educational Resources Information Center

    Allington, Richard L.

    2014-01-01

    Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires…

  19. The Temporal-Interactive Influence of Reading Achievement and Reading Attitude

    ERIC Educational Resources Information Center

    Kush, Joseph C.; Watkins, Marley W.; Brookhart, Susan M.

    2005-01-01

    Although the relationship between attitudes toward reading and reading achievement has been well documented, the causal relationship between these constructs remains unclear. Using longitudinal covariance structure modeling, this study tested the hypothesis that 3 reading-related constructs in the primary grades (2nd-3rd grade) - reading attitude,…

  20. The Effects of the Allain Reading System on Reading Achievement.

    ERIC Educational Resources Information Center

    Allain, Althea Saizan

    Five hundred second-grade pupils participated in a study of the effect of the Allain Color Pack reading system on reading achievement. Subjects were divided into equal treatment and control groups; each group was stratified according to low, average, and high reading ability determined on the basis of pretests of vocabulary and comprehension. The…

  1. Is Adult Reading a Guide to Educational-Vocational Achievement?

    ERIC Educational Resources Information Center

    Athanasou, James A.

    2011-01-01

    Reading is theorised as a key aspect of one's educational and vocational adjustment. The reading scores on the "Wide-Range Achievement Test 3" of 465 adult vocational assessment clients were examined. Reading varied across a range of social factors and the overall results were consistent with earlier studies, especially the "Adult Literacy and…

  2. Interpreting Nelson-Denny Reading Test Scores.

    ERIC Educational Resources Information Center

    Blai, Boris, Jr.

    Reading test results and their interpretation are stressed because of their importance in student achievement. The Nelson-Denny Reading Test used at Harcum Junior College is a useful measuring instrument for predicting academic achievement, screening students, and diagnosing reading and learning problems. General hints for interpretation of the…

  3. Cognitive Style, Operativity, and Reading Achievement.

    ERIC Educational Resources Information Center

    Roberge, James J.; Flexer, Barbara K.

    1984-01-01

    This developmental study was designed to examine the effects of field dependence-independence and level of operational development on the reading achievement of sixth, seventh, and eighth graders. Field dependence-independence had no significant effect on reading achievement, but high-operational students scored significantly higher than…

  4. Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement.

    PubMed

    Miranda, Ana; Colomer, Carla; Mercader, Jessica; Fernández, M Inmaculada; Presentación, M Jesús

    2015-01-01

    The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers' performance on tests of Working Memory and Inhibition and parents' and teachers' ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on indicators of word reading performance. The participants in the study were 209 children in the last year of preschool, their teachers and their families. Performance-based tests of Working Memory and Inhibition were administered, as well as word reading measures (accuracy and speed). The parents and teachers filled out rating scales of the EF and typical behaviors of attention deficit hyperactivity disorder (ADHD) symptomatology. Moderate correlation values were found between the different EF assessments procedures, although the results varied depending on the different domains. Metacognition Index from the BRIEF presented stronger correlations with verbal working memory tests than with inhibition tests. Both the rating scales and the performance-based tests were significant predictors of Inattention and Hyperactivity/Impulsivity behaviors and the reading achievement measures. However, the BRIEF explained a greater percentage of variance in the case of the ADHD symptomatology, while the performance-based tests explained reading achievement to a greater degree. The implications of the findings for research and clinical practice are discussed. PMID:25972833

  5. Performance-based tests versus behavioral ratings in the assessment of executive functioning in preschoolers: associations with ADHD symptoms and reading achievement

    PubMed Central

    Miranda, Ana; Colomer, Carla; Mercader, Jessica; Fernández, M. Inmaculada; Presentación, M. Jesús

    2015-01-01

    The early assessment of the executive processes using ecologically valid instruments is essential for identifying deficits and planning actions to deal with possible adverse consequences. The present study has two different objectives. The first objective is to analyze the relationship between preschoolers’ performance on tests of Working Memory and Inhibition and parents’ and teachers’ ratings of these executive functions (EFs) using the Behavior Rating Inventory of Executive Function (BRIEF). The second objective consists of studying the predictive value of the different EF measures (performance-based test and rating scales) on Inattention and Hyperactivity/Impulsivity behaviors and on indicators of word reading performance. The participants in the study were 209 children in the last year of preschool, their teachers and their families. Performance-based tests of Working Memory and Inhibition were administered, as well as word reading measures (accuracy and speed). The parents and teachers filled out rating scales of the EF and typical behaviors of attention deficit hyperactivity disorder (ADHD) symptomatology. Moderate correlation values were found between the different EF assessments procedures, although the results varied depending on the different domains. Metacognition Index from the BRIEF presented stronger correlations with verbal working memory tests than with inhibition tests. Both the rating scales and the performance-based tests were significant predictors of Inattention and Hyperactivity/Impulsivity behaviors and the reading achievement measures. However, the BRIEF explained a greater percentage of variance in the case of the ADHD symptomatology, while the performance-based tests explained reading achievement to a greater degree. The implications of the findings for research and clinical practice are discussed. PMID:25972833

  6. Visual Factors Which Affect Reading Achievement.

    ERIC Educational Resources Information Center

    Flax, Nathan

    The relationship between vision and reading achievement is complex. In this paper, a number of terms relating to vision are defined and some of the limitations of specific measures of vision are discussed. In order to relate vision to reading, it is necessary to segment arbitrarily the continuous process of vision into a series of subsystems, or…

  7. Print exposure, reading habits, and reading achievement among deaf and hearing college students.

    PubMed

    Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

    2012-01-01

    This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations. PMID:22025672

  8. Reading Achievement in Reading First Schools in Michigan

    ERIC Educational Resources Information Center

    Carlisle, Joanne F.; Cortina, Kai S.; Zeng, Ji

    2010-01-01

    The purpose of this article is to examine whether there were improvements in the percentage of first-, second-, and third-grade students in Reading First (RF) schools in Michigan who performed at or above grade level on a standardized test of reading comprehension. The study reports results for 140 schools that participated in the RF initiative…

  9. Achievement Test Program.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

    The Ohio Trade and Industrial Education Achievement Test battery is comprised of seven basic achievement tests: Machine Trades, Automotive Mechanics, Basic Electricity, Basic Electronics, Mechanical Drafting, Printing, and Sheet Metal. The tests were developed by subject matter committees and specialists in testing and research. The Ohio Trade and…

  10. Self-Esteem and Reading Achievement.

    ERIC Educational Resources Information Center

    Sweet, Anne E.; Burbach, Harold J.

    This study investigated the directionality of the relationship between self-esteem and reading achievement in 286 students in Lynchburg, Virginia. During the first year of the three-year study, subjects were fourth, fifth, and sixth graders. The Coopersmith Self-Esteem Inventory and the SRA Achievement Series subscales were administered; sex and…

  11. Rystrom Reading Comprehension Test.

    ERIC Educational Resources Information Center

    Rystrom, Richard

    Designed to measure specific dimensions of reading comprehension, the items for this test are based on a comprehension model which suggests that comprehension can be defined as six different skill areas: vocabulary, syntax, item recall, item sequence, interpretation, and evaluation. The test is divided into sections to correspond to each of the…

  12. Students' Self-Perception of Reading Ability, Enjoyment of Reading and Reading Achievement

    ERIC Educational Resources Information Center

    Smith, Jeffrey K.; Smith, Lisa F.; Gilmore, Alison; Jameson, Madgerie

    2012-01-01

    Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement…

  13. Issues in Achievement Testing.

    ERIC Educational Resources Information Center

    Baker, Eva L.

    This booklet is intended to help school personnel, parents, students, and members of the community understand concepts and research relating to achievement testing in public schools. The paper's sections include: (1) test use with direct effects on students (test of certification, selection, and placement); (2) test use with indirect effects on…

  14. Parental Influence and Involvement on Reading Achievement.

    ERIC Educational Resources Information Center

    Nebor, Jon N.

    A review of the research on the effects of parental influence and parental involvement on children's reading achievement indicates that when parents take an active and positive part in their child's education the results often turn out well for the student. Parental influence is defined as any opinion, attitude, or action (other than direct…

  15. Reading Achievement in California: Miracle or Mirage?

    ERIC Educational Resources Information Center

    Ruddell, Robert B.; Williams, Arthur

    Reading achievement of elementary school children in California has been measured by several separate studies, not all of which appear to present compatible results. This study of three assessments contained in the Miller-Unruh Report analyzes their purposes, methods, results, and recommendations in an effort to produce some way to arrive at an…

  16. Principal Perceptions and Student Achievement in Reading in Korea, Mexico, and the United States: Educational Leadership, School Autonomy, and Use of Test Results

    ERIC Educational Resources Information Center

    Shin, Seon-Hi; Slater, Charles L.; Backhoff, Eduardo

    2013-01-01

    This study compared PISA 2009 student reading literacy scores with principal perceptions across three countries with varying levels of student performance: Korea, Mexico, and the United States. Seventy-five countries participated in PISA 2009, which measured 15-year-old children's reading achievement and principal perceptions. The study…

  17. An Elaboration on the Effect of Reading Anxiety on Reading Achievement

    ERIC Educational Resources Information Center

    Mohammadpur, Bijan; Ghafournia, Narjes

    2015-01-01

    The present study was an elaboration on the effect of foreign language anxiety on reading comprehension achievement of Iranian EFL learners. The participants comprised 100 BA students, doing General English Course in different academic fields at Islamic University of Neyshabur. The participants took a reading proficiency test of TOEFL and answered…

  18. Print Exposure, Reading Habits, and Reading Achievement among Deaf and Hearing College Students

    ERIC Educational Resources Information Center

    Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M.; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah

    2012-01-01

    This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students…

  19. Assessing Reading Comprehension in Adolescent Low Achievers: Subskills Identification and Task Specificity

    ERIC Educational Resources Information Center

    van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos

    2013-01-01

    On the basis of a validation study of a new test for assessing low-achieving adolescents' reading comprehension skills--the SALT-reading--we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the effects…

  20. Comparing the Reading Performance of High-Achieving Adolescents: Computer-Based Testing versus Paper/Pencil

    ERIC Educational Resources Information Center

    Eno, Linda Peet

    2011-01-01

    Literacy is moving into the digital context. Many of the literacy tasks associated with higher education, the workplace, and civic life now take place in the digital world. Literacy in high school, however, languishes in the text world. This study compared the text literacy of a group of high-achieving 10th-grade students, to their digital…

  1. Language Learning Strategy Use and Reading Achievement

    ERIC Educational Resources Information Center

    Ghafournia, Narjes

    2014-01-01

    The current study investigated the differences across the varying levels of EFL learners in the frequency and choice of learning strategies. Using a reading test, questionnaire, and parametric statistical analysis, the findings yielded up discrepancies among the participants in the implementation of language-learning strategies concerning their…

  2. Schooling Contexts and Achievement: Exploring Relationships between School Composition and North Carolina End of Grade Reading Test Scores of Hispanic Third Graders

    ERIC Educational Resources Information Center

    Bowden, Kendra Cornwell

    2010-01-01

    Nationally, Hispanic achievement lags behind non-Hispanic peers in reading proficiency scores. The gap in achievement persists through subsequent grade levels for Black, Hispanic, and poor students of all races. Current school environments present evidence of dissimilar levels of minority and poverty in schools. Identifiable differences in…

  3. Standardized Reading Tests and the Postsecondary Reading Curriculum.

    ERIC Educational Resources Information Center

    Wood, Nancy V.

    To help college reading teachers develop an awareness of what standardized reading tests do and do not reveal about students' reading abilities, a study examined the testing of reading and criticized four major standardized tests. Results indicated that reading is tested through (1) reading passages accompanied by multiple choice questions, (2)…

  4. Designing the Board's New Literature Achievement Test.

    ERIC Educational Resources Information Center

    Purves, Alan C.

    1968-01-01

    This article describes the problems that the College Entrance Examination Board's Committee of Review for the Examinations in English encountered in creating a fair, objective, hour-long literature achievement test which would meet four objectives--to measure the breadth of a student's reading, his understanding of that reading, his response to…

  5. Cognitive Predictors of Reading and Math Achievement among Gifted Referrals

    ERIC Educational Resources Information Center

    Rowe, Ellen W.; Miller, Cristin; Ebenstein, Lauren A.; Thompson, Dawna F.

    2012-01-01

    This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students…

  6. The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

    PubMed Central

    Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

    2015-01-01

    Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermont, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers. PMID:26347186

  7. Graded Achievement, Tested Achievement, and Validity

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2015-01-01

    Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. "Graded…

  8. Factors Affecting Reading Achievement in Peru.

    ERIC Educational Resources Information Center

    Thorne, Cecilia; Pinzas, Juana

    Two exploratory studies examined Peru's elementary reading programs. The first looked at reading curriculum, texts, and teachers; the second, at students' reading ability. In Peru performance goals are not specified for each grade by the reading curriculum nor are specific instructional materials recommended (reading is not considered a separate…

  9. A School District Comparison of Reading Achievement Based on Three Reading Programs

    ERIC Educational Resources Information Center

    McCollum, Sharon; McNeese, Mary Nell; Styron, Ronald; Lee, David E.

    2007-01-01

    This study compared the reading achievement levels of 323 third grade students from a Caribbean school district receiving instruction from three different programs. Students were identified as at risk with a 95% minority enrollment, 100% free lunch and transportation, and the lowest NAEP test scores in the nation. Total standardized test scores…

  10. Comparing the Efficacy of SRA Reading Mastery and Guided Reading on Reading Achievement in Struggling Readers

    ERIC Educational Resources Information Center

    Green, Alisha K.

    2010-01-01

    The federal No Child Left Behind Act requires all students, regardless of gender, race, or socioeconomic status, to be proficient in reading by the year 2014. Although progress has been made, discrepancies in reading achievement remain. Accordingly, the purpose of this study was to investigate the effectiveness of two instructional strategies…

  11. Social Perspectives on Reading: Social Influences and Reading Achievement. Perspectives in Reading No. 17.

    ERIC Educational Resources Information Center

    Macdonald, James B., Ed.

    This collection of short papers examines reading as a social institution. Rolland Callaway begins with the idea that the teaching of reading must be looked at in terms of educational policy or politics. Jack E. Williams follows with a semihistorical orientation which traces social class, ethnic, and racial biases on achievement. James B. Macdonald…

  12. Cognitive predictors of reading and math achievement among gifted referrals.

    PubMed

    Rowe, Ellen W; Miller, Cristin; Ebenstein, Lauren A; Thompson, Dawna F

    2012-09-01

    This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students who received an individual cognitive assessment with the WISC-IV in the previous year as part of the application process for gifted and talented programming through their schools. Although there were no significant differences among the mean WISC-IV index scores, 77% of the individual students evidenced statistically significant WISC-IV index score variability. Thus, intraindividual test score variability appears to be the norm among high-achieving students. In spite of this variability, regression analyses indicated that the FSIQ predicted reading comprehension and mathematics achievement better than, or as well as, the GAI or individual scores for verbal comprehension and perceptual reasoning. None of the cognitive variables correlated significantly with achievement scores for Word Reading or Pseudoword Decoding scores, but the FSIQ, GAI, Verbal Comprehension, and Perceptual Reasoning scores predicted reading comprehension. Limitations and directions for future research are discussed. PMID:22963069

  13. Improved Reading Achievement: It's Union Work.

    ERIC Educational Resources Information Center

    American Federation of Teachers, Washington, DC.

    This booklet discusses the importance of all students being guaranteed a carefully crafted and appropriately balanced approach to reading instruction. Section 1, "Beginning Reading Instruction," discusses variation and inequity in reading instruction and reading skills nationwide. The American Federation of Teachers (AFT) has made it a priority to…

  14. Secondary Students' Reading Attitudes and Achievement in a Scaffolded Silent Reading Program versus Traditional Sustained Silent Reading

    ERIC Educational Resources Information Center

    West, Chandra Lorene

    2010-01-01

    This study explored the reading attitudes and achievement, as well as genre knowledge, of tenth, eleventh, and twelfth-grade students who participated in Scaffolded Silent Reading, Sustained Silent Reading, or a control group. The Reading and You attitude survey, Degrees of Reading Power achievement measure, and Genre Assessment were administered…

  15. Culture, Motivation, and Reading Achievement: High School Students in 41 Countries

    ERIC Educational Resources Information Center

    Chiu, Ming Ming; Chow, Bonnie Wing Yin

    2010-01-01

    This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in…

  16. Student Reading Achievement on the Rise: Integration of Classworks Software with Technology

    ERIC Educational Resources Information Center

    Young, Janice L.

    2014-01-01

    The purpose of the study was to test the theoretical perspective that related Classworks (2008) technology to reading achievement of fourth grade students to determine if a significant difference existed in student reading achievement between the supplemental uses of Classworks software reading program to that of standard classroom instruction.…

  17. Best Practices for Achieving High, Rapid Reading Gains

    ERIC Educational Resources Information Center

    Carbo, Marie

    2008-01-01

    The percentage of students who read at the proficient level on the National Assessment of Educational Progress (NAEP) has not improved, and is appallingly low. In order for students to achieve high reading gains and become life-long readers, reading comprehension and reading enjoyment must be the top two goals. This article presents several…

  18. The Reading Success Intervention and the Relationship to Student Achievement

    ERIC Educational Resources Information Center

    Yudzentis, Jayne E.

    2012-01-01

    This quantitative, quasi-experimental study investigated the reading achievement of students at-risk of failure to learn to read. This study analyzed the effectiveness of the reading intervention program, Reading Success, which is used with at-risk first grade students in an elementary school district in DuPage County, Illinois. The Reading…

  19. Effects of an Intervention Program on Reading and Math Achievement

    ERIC Educational Resources Information Center

    Johnson, Anthony C.

    2010-01-01

    This action research project examined the effects of an intervention program on student reading and math achievement. TCAP reading and math assessments and ThinkLink Learning reading and math assessments were used for the measures on student achievement. Student perceptions and attitudes were measured with a questionnaire and four open-ended…

  20. The Impact of Reading Success Academy on High School Reading Achievement

    ERIC Educational Resources Information Center

    Burlison, Kelly; Chave, Josh

    2014-01-01

    The study explores the effectiveness of the Reading Success Academy on the reading achievement of the selected group of ninth-grade students in a comprehensive high school. We examine in what ways the Reading Success Academy may improve the reading proficiency rates and amount of reading growth of ninth-grade students. The results indicate that…

  1. CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test

    PubMed Central

    Codding, Robin S.; Petscher, Yaacov; Truckenmiller, Adrea

    2015-01-01

    A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly. PMID:26347201

  2. Types and Sequences of Self-Regulated Reading of Low-Achieving Adolescents in Relation to Reading Task Achievement

    ERIC Educational Resources Information Center

    de Milliano, Ilona; van Gelderen, Amos; Sleegers, Peter

    2016-01-01

    This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of…

  3. BASIC TEST OF READING COMPREHENSION.

    ERIC Educational Resources Information Center

    CLOWARD, ROBERT D.; COHEN, S. ALAN

    THE TEST WAS DESIGNED TO ASSESS SPEED OF READING COMPREHENSION. IT CONSISTED OF NUMBERED PASSAGES, ONE TO THREE SENTENCES IN LENGTH, ARRANGED IN PARAGRAPH FORM TO SIMULATE THE NORMAL READING EXERCISE. TOWARD THE END OF EACH PASSAGE, A WORD WAS INSERTED WHICH SPOILED THE MEANING OF THE PASSAGE. THE PUPILS WERE INSTRUCTED TO FIND THE WORD THAT…

  4. Mathematics and Reading Test Equating.

    ERIC Educational Resources Information Center

    Lee, Ong Kim; Wright, Benjamin D.

    As part of a larger project to assess changes in student learning resulting from school reform, this study equates levels 6 through 14 of the mathematics and reading comprehension components of Form 7 of the Iowa Tests of Basic Skills (ITBS) with levels 7 through 14 of the mathematics and reading comprehension components of the CPS90 (another…

  5. Reading Achievement, Attitude toward Reading, and Reading Self-Esteem of Historically Low Achieving Students

    ERIC Educational Resources Information Center

    Kaniuka, Theodore S.

    2010-01-01

    The main purpose of schools is to improve the academic performance of all students and more recently with special regard to those that have historically struggled to meet state achievement goals. In an effort to attain these goals, educators have utilized many approaches including enhancing student self-esteem as a precursor to improving the…

  6. Reading First: Student Achievement, Teacher Empowerment, National Success

    ERIC Educational Resources Information Center

    US Department of Education, 2008

    2008-01-01

    This publication highlights the Reading First program as the academic cornerstone of the No Child Left Behind Act, and cites state achievement data indicating that Reading First students from nearly every grade and subgroup have made gains in reading proficiency. Restoration of full funding for the program has been requested for Fiscal Year 2009.

  7. Response to Intervention (RTI) Effectiveness in Kindergarten Reading Achievement

    ERIC Educational Resources Information Center

    Whittaker, Susan

    2013-01-01

    The purpose of this quantitative study was to determine whether kindergarten-reading achievement could be increased by implementing Response to Intervention (RtI) strategies. Kindergarten children (N = 290) who were identified as at-risk for reading difficulties were assigned to receive intervention through a) small reading groups (SRG), b)…

  8. Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers

    ERIC Educational Resources Information Center

    Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro

    2009-01-01

    Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

  9. The Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

    ERIC Educational Resources Information Center

    Coats-Kitsopoulos, Gloria Jean

    2011-01-01

    The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…

  10. Computerized Placement Tests: Background Readings.

    ERIC Educational Resources Information Center

    College Entrance Examination Board, Princeton, NJ.

    This document is a compilation of background readings for the user of Computerized Placement Tests (CPTs) developed by the College Board for student placement purposes. CPTs are computerized adaptive tests that test the individual abilities and backgrounds of examinees. CPTs are part of the ACCUPLACER student information management system. The…

  11. How a Standardized Achievement Test Adapts to the Times: A Topical Comparison of Mathematics and Reading Tests on the 1973 and 1981 Forms of the Comprehensive Tests of Basic Skills.

    ERIC Educational Resources Information Center

    Mattson, Ann; And Others

    This document contains a detailed listing of topics covered in the mathematics and reading portions of the 1973 Form S and the 1981 Form U of the Comprehensive Tests of Basic Skills (CTBS). Chages in the overall structure of the CTBS, new topics included in Form U and old topics not covered, and changes in the arrangement of topics across the…

  12. What Do Diagnostic Reading Tests Really Diagnose?

    ERIC Educational Resources Information Center

    Winkley, Carol K.

    A study was made of nine reading tests, including both group and individually-administered measures, which are claimed to be chiefly diagnostic. Instruments analyzed were the following: Silent Reading Diagnostic Tests (Bond, Balow, and Hoyt), Botel Reading Inventory, Durrell Analysis of Reading Difficulty, Gates-McKillop Reading Diagnostic Tests,…

  13. The Effects of Academic Optimism on Elementary Reading Achievement

    ERIC Educational Resources Information Center

    Bevel, Raymona K.; Mitchell, Roxanne M.

    2012-01-01

    Purpose: The purpose of this paper is to explore the relationship between academic optimism (AO) and elementary reading achievement (RA). Design/methodology/approach: Using correlation and hierarchical linear regression, the authors examined school-level effects of AO on fifth grade reading achievement in 29 elementary schools in Alabama.…

  14. Reading Achievement Growth in Children with Language Impairments

    ERIC Educational Resources Information Center

    Catts, Hugh W.; Bridges, Mindy Sittner; Little, Todd D.; Tomblin, J. Bruce

    2008-01-01

    Purpose: This study examined the reading achievement growth of children with language impairments (LI) across the school grades. The authors sought to determine whether children with LI demonstrate a delayed, deficit, or cumulative pattern of reading achievement growth when compared with children with typical language (TL). Method: A group of 225…

  15. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    ERIC Educational Resources Information Center

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

  16. The Sustainability of Reading Recovery Intervention on Reading Achievement of Students Identified as At-Risk for Early Reading Failure

    ERIC Educational Resources Information Center

    Harley, Anne J.

    2012-01-01

    The purpose of this study was to determine the impact and sustainability of successfully discontinued first grade Reading Recovery students as compared to non-Reading Recovery students in reading achievement measures as third graders. Schools are facing the unprecedented challenge to ensure reading success for all students by the end of second…

  17. Single Parenting and Reading Comprehension Achievement.

    ERIC Educational Resources Information Center

    Thompson, Eugene W.; Smidchens, Uldis

    In a sample of more than 400 fifth grade students, the reading comprehension levels of children living with both parents and children living with only one parent were compared. Data were collected on the demographic variables of race, student sex, family organization (two parents/one parent), parent educational level, family occupational prestige,…

  18. Associations between Reading Achievement and Independent Reading in Early Elementary School: A Genetically Informative Cross-Lagged Study

    ERIC Educational Resources Information Center

    Harlaar, Nicole; Deater-Deckard, Kirby; Thompson, Lee A.; DeThorne, Laura S.; Petrill, Stephen A.

    2011-01-01

    This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual…

  19. Perils of Standardized Achievement Testing

    ERIC Educational Resources Information Center

    Haladyna, Thomas M.

    2006-01-01

    This article argues that the validity of standardized achievement test-score interpretation and use is problematic; consequently, confidence and trust in such test scores may often be unwarranted. The problem is particularly severe in high-stakes situations. This essay provides a context for understanding standardized achievement testing, then…

  20. 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,…

  1. The Effects of Parent Training on the Reading Achievement of First Graders

    ERIC Educational Resources Information Center

    Roberts, Betty Leffler

    2010-01-01

    After presenting the fundamental concepts of learning to read to the parents of first grade students, gains in reading achievement at school were measured using the DIBELS tests, the Scott Foresman COP, running record assessments, and sight-word knowledge tests. No significant differences were found between the control group and the treatment…

  2. Reading Tests Versus Intelligence Tests as Predictors of High School Graduation

    ERIC Educational Resources Information Center

    Simpson, Robert L.

    1970-01-01

    In comparing individual intelligence tests with individual reading achievement tests, it was found that the readingtests surpass individual intelligence tests in ability to predict successful graduation from regular high school classes for low achieving students. (Author/KJ)

  3. Motivation for Reading and Upper Primary School Students' Academic Achievement in Reading in Kenya

    ERIC Educational Resources Information Center

    Mucherah, Winnie; Herendeen, Abbey

    2013-01-01

    This study examined primary school students' reading motivation and performance on the standardized exam. Participants included 901 seventh and eighth grade students from Kenya. There were 468 females and 433 males. Contrary to previous studies, results showed reading challenge and aesthetics, but not efficacy, predicted reading achievement,…

  4. Awareness of Reading Strategy Use of Indian ESL Students and the Relationship with Reading Comprehension Achievement

    ERIC Educational Resources Information Center

    Madhumathi, P.; Ghosh, Arijit

    2012-01-01

    This paper reports findings from the study that assessed the first year Indian ESL students' awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the…

  5. The Beginner's Concepts about Reading, Attitudes, and Reading Achievement in Relationship to Language Environment.

    ERIC Educational Resources Information Center

    Swanson, Beverly B.

    Thirty-three first grade classrooms in Georgia were observed to determine the state of language experience instruction and to examine whether such instruction makes a difference in students' awareness of the reading purpose, their knowledge of instructional terminology, their reading attitudes, and their reading achievement. The Allen Level of…

  6. Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement

    ERIC Educational Resources Information Center

    Therrien, William J.; Wickstrom, Katherine; Jones, Kevin

    2006-01-01

    Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random…

  7. Becoming a Great Teacher of Reading: Achieving High Rapid Reading Gains with Powerful, Differentiated Strategies

    ERIC Educational Resources Information Center

    Carbo, Marie

    2007-01-01

    Literacy expert Marie Carbo pairs identifying each learner's unique reading style with a wide range of differentiated strategies to help all learners experience greater reading success. Using these research-based methods, both novice and experienced teachers can increase reading achievement with all learners, including those who are at-risk,…

  8. The Effect of Cooperative Integrated Reading and Composition Technique on Students' Reading Descriptive Text Achievement

    ERIC Educational Resources Information Center

    Zainuddin

    2015-01-01

    This study was aimed at finding out the effectiveness of applying Cooperative Integrated Reading and Composition (CIRC) Technique on Students' Reading Descriptive Text Achievement. In other words, the objective of this study was to find out if there was a significant effect of applying Cooperative Integrated Reading and Composition (CIRC)…

  9. The Relationship between Computer Games and Reading Achievement

    ERIC Educational Resources Information Center

    Reed, Tammy Dotson

    2010-01-01

    Illiteracy rates are increasing. The negative social and economic effects caused by weak reading skills include political unrest, social and health service inequality, poverty, and employment challenges. This quantitative study explored the proposition that the use of computer software games would increase reading achievement in second grade…

  10. Student Achievement: Elementary Principal Catalysts--Instructional Leadership in Reading

    ERIC Educational Resources Information Center

    Sherman, Whitney H.; Crum, Karen S.

    2007-01-01

    The purpose of this study was to explore how elementary principals facilitate and serve as catalysts for successful reading instruction and student achievement. The authors interviewed 10 elementary school principals in two school districts in a southern state to determine how they acted as instructional leaders in the area of reading in their…

  11. Reading First in Pennsylvania: Achievement Findings after Five Years

    ERIC Educational Resources Information Center

    Bean, Rita; Draper, Jason; Turner, Greg; Zigmond, Naomi

    2010-01-01

    This article reports on the student achievement outcomes for third graders in Reading First (RF) schools in Pennsylvania over the five years of implementation for the group as a whole, for disaggregated groups of third graders, and for third graders who received reading instruction in RF schools for one, two, and three years. We also present a…

  12. The Effects of Read 180 on Student Achievement

    ERIC Educational Resources Information Center

    Plony, Doreen A.

    2013-01-01

    The purpose of this ex post facto study was to analyze archive data to investigate the effects of Read 180, a computer-based supplemental reading intervention, on students' academic achievement for the academic school year 2011-2012. Further analyses examined if influences existed in variables such as grade level, gender, and ethnicity of the…

  13. Cattell-Horn-Carroll Cognitive Abilities and Reading Achievement

    ERIC Educational Resources Information Center

    Benson, Nicholas

    2008-01-01

    Structural equation modeling procedures are applied to the standardization sample of the Woodcock-Johnson III to simultaneously estimate the effects of a psychometric general factor (g), specific cognitive abilities, and reading skills on reading achievement. The results of this study indicate that g has a strong direct relationship with basic…

  14. The Influence of Reading Literacy on Mathematics and Science Achievement

    ERIC Educational Resources Information Center

    Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

    2016-01-01

    The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

  15. Home Book Reading and Reading Achievement in EU Countries: The Progress in International Reading Literacy Study 2011 (PIRLS)

    ERIC Educational Resources Information Center

    Araújo, Luisa; Costa, Patricia

    2015-01-01

    Home shared book reading during the preschool years is a strong predictor of students' reading achievement in primary school, and, according to Sénéchal (2012), it can benefit more children from low socioeconomic status (SES) backgrounds. This study examines the association between frequency of book reading before the start of compulsory education…

  16. Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension

    ERIC Educational Resources Information Center

    Cromley, Jennifer G.; Snyder-Hogan, Lindsey E.; Luciw-Dubas, Ulana A.

    2010-01-01

    Reading comprehension is strongly associated with academic achievement, including science achievement. A better understanding of reading comprehension processes in science text might hold promise for improving science achievement in the long run. We tested the fit of the direct and inferential mediation (DIME) model of reading comprehension…

  17. 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.

  18. Impact of Reading Strategy Use on Girls' and Boys' Achievement

    ERIC Educational Resources Information Center

    Bouchamma, Yamina; Poulin, Vincent; Ruel, Catherine

    2014-01-01

    We examined the reading strategies of boys and girls and identified those determining academic achievement in 13-year-old Canadian students. Students from each province and one territory (N = 20,094) answered a questionnaire on, among others, reading strategies. T-test results showed that girls use these strategies more regularly compared to boys.…

  19. 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…

  20. School Factors Related to Reading Achievement in Rural Schools with and without High Poverty

    ERIC Educational Resources Information Center

    Miller, Seth W.

    2013-01-01

    This quantitative study identified how rural schools differ on five school-level factors related to student achievement according to their performance on Grade 3 reading. Through use of a MANOVA test, it was shown that principals of high-poverty rural schools that made AYP in Grade 3 reading reported significantly higher levels of guaranteed and…

  1. 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…

  2. Documenting Reading Achievement and Growth for Students Taking Alternate Assessments

    ERIC Educational Resources Information Center

    Tindal, Gerald; Nese, Joseph F. T.; Farley, Dan; Saven, Jessica L.; Elliott, Stephen N.

    2016-01-01

    Students with disabilities have been included in state accountability systems for more than a decade; however, only in the past few years have alternate assessments of alternate achievement standards (AA-AAS) become stable enough to allow examination of these students' achievement growth. Using data from Oregon's AA-AAS in Reading during the…

  3. Social and Institutional Factors in Reading Achievement in Elementary Schools

    ERIC Educational Resources Information Center

    Auer, Michael; And Others

    1978-01-01

    The relative power of several variables in predicting school reading achievement was considered. Issues were raised concerning the efficacy of altering the resources allocated to a school or changing the social and racial composition of the student body as a strategy for raising achievement levels. (EVH)

  4. 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…

  5. Use and Misuse of the Nelson-Denny Reading Test.

    ERIC Educational Resources Information Center

    Meter, B. Jean Van; Herrmann, Beth Ann

    1987-01-01

    Reviews the strengths and weaknesses of the Nelson-Denny Reading Test (NDRT) and compares the use and misuse of the test as revealed through published surveys. Finds problems in the use of the NDRT to diagnose the specific reading needs and deficiencies of low-achieving students and to measure individual growth. (CBC)

  6. The Effects of Training in Timing and Rhythm on Reading Achievement

    ERIC Educational Resources Information Center

    Taub, Gordon E.; Lazarus, Philip J.

    2012-01-01

    This study investigated the relationship between improvement in students' timing/rhythmicity and reading achievement. Two hundred eighty high school-age participants completed pre- and post-test measures from the Woodcock-Johnson Tests of Achievement-III (Woodcock, McGrew, & Mather, 2001). Students in the experimental group participated in a…

  7. An Investigation of Linguistic, Cognitive, and Affective Factors that Impact English Language Learners' Performance on a State Standardized Reading Achievement Test

    ERIC Educational Resources Information Center

    Strebel Halpern, Carine S.

    2009-01-01

    The explicit teaching of reading comprehension strategies has been proposed as a means to better prepare secondary school-aged students for today's information-dense, fast-paced, fast-changing global society, and to improve the academic performance of struggling adolescent readers. This proposition of a direct and positive impact of reading…

  8. Reading Recovery: Exploring the Effects on First-Graders' Reading Motivation and Achievement

    ERIC Educational Resources Information Center

    Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling

    2016-01-01

    This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited…

  9. 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…

  10. Associations between reading achievement and independent reading in early elementary school: A genetically-informative cross-lagged study

    PubMed Central

    Harlaar, Nicole; Deater-Deckard, Kirby; Thompson, Lee A.; DeThorne, Laura S.; Petrill, Stephen A.

    2013-01-01

    This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children’s reading abilities also influence the extent to which children actively seek out and create opportunities to read. PMID:22026450

  11. Curriculum Bias in Published, Norm-Referenced Reading Tests: Demonstrable Effects.

    ERIC Educational Resources Information Center

    Good, Roland H., III; Salvia, John

    1988-01-01

    The content validity of four reading achievement tests was evaluated with respect to third and fourth grade levels of the Pathfinder Allyn and Bacon Reading Program, using 29 third and 34 fourth graders. Instruments evaluated included subtests of the California Achievement Tests, Metropolitan Achievement Tests, Peabody Individual Achievement Test,…

  12. Tests of Reading Comprehension (TORCH) Pilot Study.

    ERIC Educational Resources Information Center

    Burgon, J. R.

    A New Zealand pilot study examined Tests of Reading Comprehension (TORCH) scores compared to PAT: Reading Comprehension scores and compared with teacher ratings. TORCH is a reading test package published in 1987 by the Australian Council for Educational Research. It consists of 14 untimed passages intended to assess the extent to which readers in…

  13. A Quantitative Examination of Grade Configuration and Achievement of Eighth-Grade Students in Georgia on the Mathematics and Reading Criterion-Referenced Competency Tests

    ERIC Educational Resources Information Center

    Edwards, Hannah

    2012-01-01

    The purpose of this causal comparative study was to examine effect of the K-8 grade span configuration on the academic achievement of 8th-grade students in the State of Georgia, and to determine the viability of the K-8 grade configuration as a strategy for improving the academic achievement of students at the middle grade levels. This study…

  14. Reading in Upward Bound: An Evaluation of a Reading Improvement Course and an Analysis of Some Correlates of Reading Achievement.

    ERIC Educational Resources Information Center

    Gwaltney, Wayne Keith

    The purpose of this study was to evaluate a seven-week reading improvement course for Upward Bound students and to analyze select correlates of reading achievement. Sixty Upward Bound students attending a summer session at Murray State University in Murray, Kentucky, served as the sample. The subjects were randomly assigned to an experimental…

  15. Reading to Learn and Reading to Integrate: New Tasks for Reading Comprehension Tests?

    ERIC Educational Resources Information Center

    Trites, Latricia; McGroarty, Mary

    2005-01-01

    To address the concern that most traditional reading comprehension tests only measure basic comprehension, this study designed measures to assess more complex reading tasks: Reading to Learn and Reading to Integrate. The new measures were taken by 251 participants: 105 undergraduate native speakers of English, 106 undergraduate nonnative speakers,…

  16. A Comparison of Performance in Solving Arithmetical Word Problems by Children with Different Levels of Achievement in Mathematics and Reading

    ERIC Educational Resources Information Center

    Reikeras, Elin K. L.

    2009-01-01

    Performance in consistent arithmetical word problems was assessed in 941 pupils aged eight (N = 415), ten (N = 274), and thirteen (N = 252) classified in four achievement groups by standardised achievement tests: low achievement in both mathematics and reading (MLRL), in mathematics only (ML-only), in reading only (RL-only), and normal achievement…

  17. Does low reading achievement at school entry cause conduct problems?

    PubMed

    Bennett, Kathryn J; Brown, K Stephen; Boyle, Michael; Racine, Yvonne; Offord, Dan

    2003-06-01

    Conduct problems place children at increased risk for a broad array of negative health and social outcomes that include conduct disorder, injuries and violence, school failure, substance abuse, depression, and suicide. Prevention interventions have the potential to interrupt the chain of events linking early conduct problem symptoms to future negative life outcomes, but have received much less emphasis than interventions designed to treat established cases of disorder. Reading problems are a well-established correlate of conduct disorder. However, whether or not reading problems cause conduct disorder continues to be debated. If they are in fact a causal risk factor this would justify the design and evaluation of interventions designed to enhance reading skills and/or remediate problems. In this paper we use logistic regression techniques to evaluate the relation between reading achievement at school entry and conduct problems 30 months later, in a representative, non-clinic sample of kindergarten and grade one children, in Ontario, Canada. The findings show that an eight point increase in reading scores (equivalent to an moderate effect size of 0.5) would result in a 23 per cent decrease in the risk of conduct problems 30 months later, after controlling for gender, income and baseline conduct problem symptoms. We conclude that reading problems may contribute to the early onset of conduct disorder. Randomized experimental studies designed to evaluate the effects of reading programmes in non-clinic samples of children are needed to: (i) establish whether the link between reading problems at school entry and conduct disorder is causal; and (ii) determine whether reading intervention programmes are an effective conduct disorder prevention strategy. PMID:12742607

  18. A Survey of Reading Achievement in a Secondary School Population.

    ERIC Educational Resources Information Center

    Moodie, Allan G.

    Reading achievement of students from open plan and traditional elementary classes were compared in three areas; speed and accuracy, vocabulary, and comprehension. The first evaluation (Grade 7) indicated that the mean score of the speed and accuracy scale was significantly lower for "open-area" students than for traditional pupils. Score…

  19. RELATIONSHIPS BETWEEN AUDITORY AND VISUAL PERCEPTUAL ABILITY AND READING ACHIEVEMENT.

    ERIC Educational Resources Information Center

    BUSBY, WALTER A.; HURD, DONALD E.

    A STUDY WAS CONDUCTED TO DETERMINE WHETHER AUDIOVISUAL PERCEPTUAL ABILITY CAN ACCOUNT FOR READING ACHIEVEMENT. SUBJECTS WERE 120 PUPILS SELECTED RANDOMLY FROM 38 SCHOOLS IN ILLINOIS. PUPILS WERE IN GRADES 2, 4, AND 6. MEASURES OF VISUAL PERCEPTION, AUDITORY PERCEPTION, VISUAL-AUDITORY SHIFTING PERCEPTION, INTELLIGENCE, SOCIOECONOMIC STATUS, AND…

  20. Formal Teacher Competence and Its Effect on Pupil Reading Achievement

    ERIC Educational Resources Information Center

    Johansson, Stefan; Myrberg, Eva; Rosén, Monica

    2015-01-01

    The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher…

  1. Television Viewing and Reading Achievement of Seventh and Eighth Graders.

    ERIC Educational Resources Information Center

    Degrosky, Deborah S.

    Data were collected from 123 seventh and eighth grade students to examine the relationship between the quality of television viewing time and reading achievement, age, grade, sex, socioeconomic status (SES), and intelligence quotient (IQ). Highlights of the data analyses include the following: (1) The mean weekly viewing time for the subjects was…

  2. Feingold Diet Effect on Reading Achievement and Classroom Behavior.

    ERIC Educational Resources Information Center

    Chernick, Eleanor

    The effect of the Feingold diet (elimination of artificial colors, flavors, or foods with natural salicylates to reduce hyperactivity) on the reading achievement scores, behavior, and impulsivity/reflectivity of 13 children (ages 6 to 12 years) was evaluated. Six months after the experimental group adopted the Feingold diet there were no…

  3. A Study of the Relationship between Physical Skills and Achievement in Listening Comprehension, Mathematics, and Reading.

    ERIC Educational Resources Information Center

    Templeton, Josey; Jones, Robbie

    To determine if a relationship existed between physical skills and achievement in reading, mathematics, and listening comprehension of fifth-grade students, a study evaluated 334 fifth-graders in Starkville, Mississippi, on 20 physical fitness, motor fitness, and sports skills, as well as the Stanford Achievement Tests. The physical skills test…

  4. 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…

  5. Short-Term Effects of Balanced Reading Implementation on Reading Achievement and Attitudes among Elementary School-Aged Students.

    ERIC Educational Resources Information Center

    Diamond, Pollyann J.; Onwuegbuzie, Anthony J.

    A 4-Block Balanced Reading Program was implemented in a school system in Georgia during the 1998-99 school year in an effort to improve reading achievement of these students. This study examined the short-term effect of this program implementation on reading achievement and attitudes toward reading of students in Grades 1 through 5 (n=2,127) who…

  6. The Association of Attitude to Reading and Reading Achievement among a Representative Sample of Nine Year Olds in Ireland

    ERIC Educational Resources Information Center

    Fives, Allyn

    2016-01-01

    This study explored the association between reading self-belief and reading achievement among a representative sample of nine year old children in the Republic of Ireland. Results from analysis of variance and simple effects analysis showed a positive linear association between reading achievement and "attitude to reading." The…

  7. 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…

  8. An Examination of Archival Reading Measures and Intervention Duration as Predictors of Adolescent Reading Achievement

    ERIC Educational Resources Information Center

    Henry, Suzette

    2013-01-01

    Struggling readers in Grades 7-8 at a large, suburban middle school in Georgia have consistently failed to make adequate yearly progress in reading. In recent years, interest in improving the literacy of adolescents has increased due to the growing number of students experiencing reading difficulties on state and national standardized tests. The…

  9. 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…

  10. A comparison of literature-based and content-based guided reading materials on elementary student reading and science achievement

    NASA Astrophysics Data System (ADS)

    Guns, Christine

    Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with

  11. Single-Sex Classrooms and Reading Achievement: An Exploratory Study

    ERIC Educational Resources Information Center

    Stotsky, Sandra; Denny, George

    2012-01-01

    Gendered schooling is growing in the United States, but little research exists on single-sex classes in public elementary schools. This study sought to find out if single-sex classes in two elementary schools made a difference in boys' reading gains in 2008-2009, as judged by scores on the state's annual literacy test. In one school, boys in the…

  12. Against Conventional Wisdom: Factors Influencing Hispanic Students' Reading Achievement

    ERIC Educational Resources Information Center

    Percell, Jay C.; Kaufman, Kristina

    2013-01-01

    The researchers performed a variable analysis of the 2002 Educational Longitudinal Study data investigating factors that influence students' reading scores on standardized tests. Hispanic and non-Hispanic Scores were analyzed and controlling variables were compared to determine the effect of each on both populations. Certain variables commonly…

  13. Reading: Tests and Assessment Techniques. Second Edition. United Kingdom Reading Association Teaching of Reading Monograph Series.

    ERIC Educational Resources Information Center

    Pumfrey, Peter D.

    The second edition of this British publication provides details of recent developments in the assessment of reading attainments and the analysis of reading processes. The book begins with a description of various types of reading tests and assessment techniques with consideration given to the purposes for which normative, criterion-referenced, and…

  14. Associative Verbal Encoding (a/v/e): A Measure of Language Performance and Its Relationship to Reading Achievement.

    ERIC Educational Resources Information Center

    Mickelson, Norma Irene

    After establishing reliability for an associative verbal encoding (a/v/e) test, the relationship between children's a/v/e and their reading achievement was investigated. Two hypotheses were examined: (1) a/v/e will improve with training, and (2) associated with improved a/v/e will be concomitant improvement in reading achievement. The subjects…

  15. Red Cloud Reading Test: American Indian Form of the Test of Individual Needs in Reading, a Competency Based Test of Reading Skills [and] Instructor's Manual.

    ERIC Educational Resources Information Center

    Gilliland, Hap

    The oral Red Cloud Reading Test provides a complete analysis of reading level and skills for American Indian students in grades 1-7 or for high school and adult students reading at or below high school levels. The test determines the basic and recreational reading levels, identifies reading problems, determines reading speeds, and analyzes the…

  16. Are Reading Tests Sexist? An Investigation into Sex Bias in Three Frequently Used Individualized Reading Tests.

    ERIC Educational Resources Information Center

    Rowell, E. H.

    A review of the literature indicates that sex-role stereotyping is common in basal readers, in children's novels, and in content-area reading materials. This study analyzed three frequently used individualized reading tests for evidence of sex bias: the Diagnostic Reading Scales, the Durrell Analysis of Reading Difficulty, and the Classroom…

  17. Developing Content-Specific Reading Placement Tests.

    ERIC Educational Resources Information Center

    Behrman, Edward H.

    This paper examines the efficacy of content-general reading tests used to place students into development courses. It argues that the discipline-generic model of comprehension supporting content-general reading tests is challenged by conclusions emerging from studies of schema theory, construction-integration theory, domain-knowledge theory, and…

  18. The School Age Gender Gap in Reading Achievement: Examining the Influences of Item Format and Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Schwabe, Franziska; McElvany, Nele; Trendtel, Matthias

    2015-01-01

    The importance of reading competence for both individuals and society underlines the strong need to understand the gender gap in reading achievement. Beyond mean differences in reading comprehension, research has indicated that girls possess specific advantages on constructed-response items compared with boys of the same reading ability. Moreover,…

  19. An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

    ERIC Educational Resources Information Center

    Piper, Deborah L.

    2013-01-01

    The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

  20. Reading Achievement for Students with Autism and Students with Learning Disability: A Comprehensive Examination of Five Key Areas of Reading

    ERIC Educational Resources Information Center

    Quan, Jenny Lynn

    2014-01-01

    Students with ASD present as unique learners with individual characteristics which may impact their reading performance, particularly related to word reading and comprehension. While a relatively new area of research in reading, students with ASD demonstrate a pattern of below average performance on standardized measures of reading achievement,…

  1. 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)…

  2. Correlation between National Board Certified Teachers and Reading Achievement in Elementary Schools

    ERIC Educational Resources Information Center

    Rorie, Lillian G.

    2014-01-01

    The purpose of this quantitative correlational study was to determine if a relationship exists between National Board Certified Teachers and Reading achievement in elementary schools. The study included a comparison of the average mean developmental scale scores from the End-of-Grade Tests for a three-year period between National Board Certified…

  3. Early Reading Success and Its Relationship to Reading Achievement and Reading Volume: Replication of "10 Years Later"

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Murdoch, Amy

    2014-01-01

    Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and…

  4. Ethnic DIF in Reading Tests with Mixed Item Formats

    ERIC Educational Resources Information Center

    Taylor, Catherine S.; Lee, Yoonsun

    2011-01-01

    This article presents a study of ethnic Differential Item Functioning (DIF) for 4th-, 7th-, and 10th-grade reading items on a state criterion-referenced achievement test. The tests, administered 1997 to 2001, were composed of multiple-choice and constructed-response items. Item performance by focal groups (i.e., students from Asian/Pacific Island,…

  5. Sustained Silent Reading in Middle School and Its Impact on Students' Attitudes and Achievement

    ERIC Educational Resources Information Center

    Morgan, Margaret Peggy S.

    2013-01-01

    Sustained Silent Reading (SSR) is a period of time given to students to read self-selected materials during their school day. This study examines the effect of participation in a SSR program on reading attitudes and reading achievement of students as measured by the Adolescent Motivation to Read Profile (AMRP) and the Northwest Evaluation…

  6. Does Practice Make Perfect? Independent Reading Quantity, Quality and Student Achievement

    ERIC Educational Resources Information Center

    Topping, K. J.; Samuels, J.; Paul, T.

    2007-01-01

    Does reading practice make perfect? Or is reading achievement related to the quality of practice as well as the quantity? To answer these questions, data on 45,670 students in grades 1-12 who read over 3 million books were analyzed. Measures largely of quantity (engaged reading volume) and purely of quality (success in reading comprehension)…

  7. A Low Vision Reading Comprehension Test.

    ERIC Educational Resources Information Center

    Watson, G. R.; And Others

    1996-01-01

    Fifty adults (ages 28-86) with macular degeneration were given the Low Vision Reading Comprehension Assessment (LVRCA) to test its reliability and validity in evaluating the reading comprehension of those with vision impairments. The LVRCA was found to take only nine minutes to administer and was a valid and reliable tool. (CR)

  8. "Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

    ERIC Educational Resources Information Center

    Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test…

  9. The Association between Academic Self-Beliefs and Reading Achievement among Children at Risk of Reading Failure

    ERIC Educational Resources Information Center

    Fives, Allyn; Russell, Dan; Kearns, Norean; Lyons, Rena; Eaton, Patricia; Canavan, John; Devaney, Carmel; O'Brien, Aoife

    2014-01-01

    This paper investigates whether children's academic self-beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6- to 8-year-olds) in socioeconomically disadvantaged areas reading at a level below…

  10. 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…

  11. Self-Contained versus Departmentalized School Organization and the Impact on Fourth and Fifth Grade Student Achievement in Reading and Mathematics as Determined by the Kentucky Core Content Test

    ERIC Educational Resources Information Center

    Kent, Kimberly Penn

    2010-01-01

    The primary purpose of this study was to determine if there was a difference between self-contained and departmentalized classroom organization on the Kentucky Core Content Test (KCCT) in reading and mathematics for students in fourth and fifth grade. A secondary purpose of this study was to consider how these organizational structures affect the…

  12. Reading Readiness. Annotated Bibliography of Tests.

    ERIC Educational Resources Information Center

    Educational Testing Service, Princeton, NJ. Test Collection.

    The 81 tests described in this bibliography are designed to assess children's proficiency in those skill areas necessary for success in learning to read. Among the skills tested are visual perception, auditory discrimination, letter identification, vocabulary, and word recognition. Many of the tests measure a child's eligibility for kindergarten…

  13. How Accurate Are Oral Reading Tests?

    ERIC Educational Resources Information Center

    Schell, Leo M.

    Errors in oral reading tests result from inaccuracies that tend to creep in because children are not totally consistent while taking a test and from inaccuracies caused when the examiner does not catch a word recognition error, giving credit for an answer that is more wrong than right or vice versa. Every test contains a standard error of…

  14. Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.

    PubMed

    Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan

    2014-03-01

    Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

  15. Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development

    PubMed Central

    Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams, Jeffrey M.; Taylor, Heather; Landry, Susan

    2014-01-01

    Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and which are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n = 30) and typically developing children (n = 35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations; phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency; and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

  16. The Validity of the "Boehm Test of Basic Concepts" in Predicting Achievement.

    ERIC Educational Resources Information Center

    Olinger, Clarice K.

    To determine the validity of the Boehm Test of Basic Concepts in predicting reading achievement as measured by the reading scores of the Iowa Test of Basic Skills, the Boehm test was given to 55 kindergarten children and the Iowa test was given to 42 of the same children in second grade. The results indiciated that the Boehm test appeared to be of…

  17. 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…

  18. Classmate Characteristics and Student Achievement in 33 Countries: Classmates' Past Achievement, Family Socioeconomic Status, Educational Resources, and Attitudes toward Reading

    ERIC Educational Resources Information Center

    Chiu, Ming Ming; Chow, Bonnie Wing-Yin

    2015-01-01

    Classmates can influence a student's academic achievement through immediate interactions (e.g., academic help, positive attitudes toward reading) or by sharing tangible or intangible family resources (books, stories of foreign travel). Multilevel analysis of 141,019 fourth-grade students' reading achievements in 33 countries showed that…

  19. School Entry Age and Reading Achievement in the 2006 Programme for International Student Assessment (PISA)

    ERIC Educational Resources Information Center

    Suggate, Sebastian P.

    2009-01-01

    Evidence regarding the effect of early reading instruction on later reading achievement is unusually sparse, given the emphasis often placed on early and intensive reading instruction. Capitalising on international differences in school entry age (SEA), international reading studies may provide such evidence; however, only one quantitative…

  20. Writing Proficiency and Achievement Tests

    ERIC Educational Resources Information Center

    Sako, Sydney

    1969-01-01

    Test items designed to measure the four language skills and their combinations are presented; various presentations of item types (question, statement, sentence completion, etc.) are illustrated; and the best possible uses are given for each of the different types. The author is Chief of the Measurement Branch, Defense Language Institute, English…

  1. Motivation: Going beyond Testing to a Lifetime of Reading

    ERIC Educational Resources Information Center

    Williams, Lunetta M.; Hedrick, Wanda B.; Tuschinski, Linda

    2008-01-01

    Motivating children to read on their own has been less of a priority than improving reading achievement in recent years, but many teachers are still asking, "How do I get my students to want to read?" The omission of motivation as a major component of reading instruction by the National Reading Panel (2000) was interpreted by many schools as a…

  2. 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…

  3. Reading Attitudes and Instructional Methodology: How Might Achievement Become Affected?

    ERIC Educational Resources Information Center

    Roberts, Michael S.; Wilson, Janell D.

    2006-01-01

    This article is a review of the literature related to the reading attitudes and the instructional methods of teaching reading. The article provides a synthesis of previous studies on the reading attitudes of elementary school students in the United States and also addresses a brief review of literature on historic and traditional methods of…

  4. A Comparison of Responsive Interventions on Kindergarteners' Early Reading Achievement

    ERIC Educational Resources Information Center

    Little, Mary E.; Rawlinson, D'Ann; Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Hagan-Burke, Shanna; Simmons, Leslie E.; Fogarty, Melissa; Oslund, Eric; Coyne, Michael D.

    2012-01-01

    This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…

  5. The Reading Difficulty of Merit System Tests.

    ERIC Educational Resources Information Center

    Ash, Philip

    A written examination may discriminate against candidates if the reading difficulty level of the test is higher than the minimum educational level required for entry into the position for which the examination is used as a screening device. Tests used for examining applicants for positions in a large heterogeneous merit jurisdiction and in a city…

  6. The Ohio Vocational Education Achievement Test Program.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Trade and Industrial Education Instructional Materials Lab.

    The Ohio Vocational Achievement Tests are specially designed instruments for use by teachers, supervisors, and administrators to evaluate and diagnose vocational achievement for improving instruction in secondary vocational programs at the 11th and 12th grade levels. This guide explains the Ohio Vocational Achievement Tests and how they are used.…

  7. The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.

    2014-01-01

    For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

  8. 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…

  9. Exploring Gains in Reading and Mathematics Achievement among Regular and Exceptional Students Using Growth Curve Modeling

    ERIC Educational Resources Information Center

    Shin, Tacksoo; Davison, Mark L.; Long, Jeffrey D.; Chan, Chi-Keung; Heistad, David

    2013-01-01

    Using four-wave longitudinal reading and mathematics data (4th to 7th grades) from a large urban school district, growth curve modeling was used as a tool for examining three research questions: Are achievement gaps closing in reading and mathematics? What are the associations between prior-achievement and growth across the reading and mathematics…

  10. Performance of Children with Autism on Selected Measures of Reading Achievement and Cognitive-Linguistic Ability

    ERIC Educational Resources Information Center

    Turner, Vicky

    2010-01-01

    This study examined the performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. How children with autism performed on three reading achievement measures, Letter-Word Identification, Passage Comprehension, and Oral Reading Fluency, and two cognitive-linguistic measures, Rapid Letter Naming…

  11. The Effects of a Family Reading Program and SSR on Reading Achievement and Attitudes.

    ERIC Educational Resources Information Center

    Lengyel, Janice; Baghban, Marcia

    In an effort to provide maximum support for the reading success of its students, a primary school in a rural, coal mining area simultaneously developed a family reading program and a sustained silent reading (SSR) program. The major objective of the family reading program was to encourage parents to read to their children for 15 minutes a day,…

  12. Exploring Reading Processes in an Academic Reading Test Using Short-Answer Questions

    ERIC Educational Resources Information Center

    Weigle, Sara Cushing; Yang, WeiWei; Montee, Megan

    2013-01-01

    Integrated reading/writing tasks are becoming more common in large-scale language tests. Much of the research on these tasks has focused on writing through reading; assessing reading through writing is a less explored area. In this article we describe a reading-into-writing task that is intended to measure both reading comprehension and language…

  13. Test Review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement

    ERIC Educational Resources Information Center

    Villarreal, Victor

    2015-01-01

    The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a) is an individually administered measure containing tests of reading, mathematics, written language, and academic knowledge. Areas of reading, mathematics, and written language each include tests of basic skills, fluency, and application. Academic…

  14. Comparison of a Reading Fluency Intervention with and without Passage Repetition on Reading Achievement

    ERIC Educational Resources Information Center

    Therrien, William J.; Kirk, James F.; Woods-Groves, Suzanne

    2012-01-01

    The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a…

  15. Effects of Differentiated Instruction on Student Achievement in Reading

    ERIC Educational Resources Information Center

    Gilbert, Darryl L.

    2011-01-01

    Reading teachers are faced with the challenge of providing instruction to a population of diverse students with various abilities and styles of learning within local and state school districts. In an effort to improve student performance on high-stake examinations in reading, teachers continue to seek the most effective instructional strategies.…

  16. Summer Reading Programs Boost Student Achievement, Study Says

    ERIC Educational Resources Information Center

    Fiore, Carole; Roman, Susan

    2010-01-01

    Based on the findings of a recent three-year study by Dominican University's Graduate School of Library and Information Studies, the authors can confirm what many librarians have long suspected: students who take part in their local library's summer reading program significantly improve their reading skills. This article describes the results of…

  17. Achieving a Standard of Reading Excellence in Kansas

    ERIC Educational Resources Information Center

    Pfeiffer, Cindy

    2011-01-01

    In their requirements for Model and Master Classroom, Library, and School Certification, Renaissance Learning, the parent company of Accelerated Reader (AR), emphasizes the components for a successful reading program. Using Reading Renaissance requires emphasis on literacy throughout the entire school and makes the job of the school librarian a…

  18. The Effect of Key on Vocal Sight-Reading Achievement

    ERIC Educational Resources Information Center

    Henry, Michele L.

    2013-01-01

    At its most basic level, sight-reading can be defined as the production of accurate pitch and rhythm from a previously unseen musical score. For vocalists, sight-reading principally involves the production of pitches by determining their relationship within a tonal framework. The ability to mentally conceive tonal function and convert it into…

  19. Information and Feedback: Parent Involvement in K-2 Reading Achievement

    ERIC Educational Resources Information Center

    Durkin, Mary Louise

    2013-01-01

    The role of the parent in a child's reading development requires consistent communication with educators about the child's individual needs and progress. National concern for declining reading scores throughout the country begins in the early childhood educational setting. This study, designed as an action research, explored one-way and…

  20. After-School Tutoring for Reading Achievement and Urban Middle School Students

    ERIC Educational Resources Information Center

    Nelson-Royes, Andrea M.; Reglin, Gary L.

    2011-01-01

    This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

  1. The Academic Achievement Gap between African American and White Students: An Exploratory Study on Reading Achievement and Intrinsic Motivation

    ERIC Educational Resources Information Center

    Herron-McCoy, La-Monica

    2009-01-01

    The purpose of this study was to explore the academic achievement gap between upper elementary African American and White students. This study sought to assess any relationships between whether academic reading, students attitudes toward reading, and academic intrinsic motivation related to ethnicity. This study also sought to assess whether…

  2. Program for Area Concentration Achievement Testing.

    ERIC Educational Resources Information Center

    Golden, Anthony J.

    The Program for Area Concentration Achievement Testing (PACAT) produces the cooperative assessment instrument known as the Area Concentration Achievement Test (ACAT). The ACAT uses a model designed specifically to measure curricular strengths and weaknesses and to provide this information at the departmental level. PACAT has developed 57…

  3. 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…

  4. 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,…

  5. A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement

    ERIC Educational Resources Information Center

    Strahler, Brianna R.

    2013-01-01

    Throughout the United States, school districts are integrating programs into their reading curricula in response to an increased focus on reading achievement. While many school districts are implementing successful remedial and after-school programs, their approach does not include providing literacy instruction for students during summer…

  6. Patterns of Association among Multiple Motivations and Aspects of Achievement in Reading

    ERIC Educational Resources Information Center

    Ho, Amy N.; Guthrie, John T.

    2013-01-01

    The present study investigated the multivariate relationships between several aspects of motivation and achievement in reading. Canonical correlation analysis was used to examine patterns of associations for reading information texts in Phase I and for reading literary texts in Phase II. The samples were 923 and 225 seventh graders, respectively.…

  7. Science Learning: A Path Analysis of Its Links with Reading Comprehension, Question-Asking in Class and Science Achievement

    ERIC Educational Resources Information Center

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-01-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires…

  8. Prick test: evolution towards automated reading.

    PubMed

    Justo, X; Díaz, I; Gil, J J; Gastaminza, G

    2016-08-01

    The prick test is one of the most common medical methods for diagnosing allergies, and it has been carried out in a similar and laborious manner over many decades. In an attempt to standardize the reading of the test, many researchers have tried to automate the process of measuring the allergic reactions found by developing systems and algorithms based on multiple technologies. This work reviews the techniques for automatic wheal measurement with the aim of pointing out their advantages and disadvantages and the progress in the field. Furthermore, it provides a classification scheme for the different technologies applied. The works discussed herein provide evidence that significant challenges still exist for the development of an automatic wheal measurement system that not only helps allergists in their medical practice but also allows for the standardization of the reading and data exchange. As such, the aim of the work was to serve as guideline for the development of a proper and feasible system. PMID:27100940

  9. Cognitive skills, student achievement tests, and schools.

    PubMed

    Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

    2014-03-01

    Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills. PMID:24434238

  10. The Read 180 Program: Analysis of Program Effect on the Reading Achievement, Motivation, Engagement, and Self-Efficacy of Sixth Grade Middle School Students

    ERIC Educational Resources Information Center

    Lawson, Sylvia

    2011-01-01

    National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…

  11. Examining transactional influences between reading achievement and antisocially-behaving friends

    PubMed Central

    Hart, Sara A.; Mikolajewski, Amy J.; Johnson, Wendy; Schatschneider, Christopher; Taylor, Jeanette

    2014-01-01

    The association between poorer academic outcomes and having antisocial friends is reliably demonstrated yet not well understood. Genetically sensitive designs uniquely allow for measuring genetic vulnerabilities and/or environmental risk in the association of antisocial friend behavior and poor school achievement, allowing for a better understanding of the nature of the association. This study included 233 pairs of twins from the Florida Twin Project on Reading. First, the role of antisocial friends as an environmental moderator of reading comprehension was examined. Antisocial friends significantly moderated the nonshared environmental variance in reading comprehension, with increased variation at lower levels of association with antisocial friends, with niche-picking indicated. Second, the role of reading comprehension as an environmental moderator of antisocial friends was examined. Reading comprehension significantly moderated the nonshared environmental variance in associating with antisocial friends, with increased variance at lower levels of reading comprehension and indication that common genetic influences contributed to higher reading achievement and better-behaved friends. In total, these results suggested reciprocal influences between reading achievement and antisocially-behaving friends. The impact of antisocial friends appeared to be limited in the extent to which they can undermine reading achievement, and high reading achievement appeared to support less association with antisocial friends. PMID:25242836

  12. Language Modeling and Reading Achievement: Variations across Different Types of Language Instruction Programs

    ERIC Educational Resources Information Center

    López, Francesca; Scanlan, Martin; Gorman, Brenda K.

    2015-01-01

    This study investigated the degree to which the quality of teachers' language modeling contributed to reading achievement for 995 students, both English language learners and native English speakers, across developmental bilingual, dual language, and monolingual English classrooms. Covariates included prior reading achievement, gender,…

  13. Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students

    ERIC Educational Resources Information Center

    Li, Miao; Kirby, John R.; Cheng, Liying; Wade-Woolley, Lesly; Qiang, Haiyan

    2012-01-01

    This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was…

  14. Reading Achievement Trajectories for Students with Learning Disabilities during the Elementary School Years

    ERIC Educational Resources Information Center

    Judge, Sharon; Bell, Sherry Mee

    2011-01-01

    Using hierarchical linear modeling and longitudinal data from the first 6 waves of the Early Childhood Longitudinal Study-Kindergarten cohort, the authors examined reading achievement and growth rates by learning disability (LD) subgroup. The 2-level (time-student) growth curve model indicated that lower levels of reading achievement were already…

  15. The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap

    ERIC Educational Resources Information Center

    Leu, Donald J.; Forzani, Elena; Rhoads, Chris; Maykel, Cheryl; Kennedy, Clint; Timbrell, Nicole

    2015-01-01

    Is there an achievement gap for online reading ability based on income inequality that is separate from the achievement gap in traditional, offline reading? This possibility was examined between students in two pseudonymous school districts: West Town (economically advantaged) and East Town (economically challenged; N = 256). Performance-based…

  16. Relational Effects of Reading Motivation and Academic Achievement among Adolescent Boys

    ERIC Educational Resources Information Center

    Bozack, Amanda R.; Salvaggio, Amy Nicole

    2013-01-01

    This study explores the relationship between academic achievement and reading motivation among adolescent boys. We seek to understand (1) if motivational construct scores change meaningfully over time, (2) what relationship exists between the achievement scores and reported reading motivation, and (3) if students who report higher reading…

  17. Banned and Punished: A Study of Disciplinary Consequences and Reading Achievement among Middle School Students

    ERIC Educational Resources Information Center

    Thomas, Erica M.

    2014-01-01

    The impact that removal of students from the educational setting has on student reading achievement (and later life outcomes) was the impetus for this study which sought to identify whether a relationship existed between an increasingly greater frequency of out of school suspension (OSS days) and reading achievement for middle school students.…

  18. Motivation and Its Relationship with Reading Achievement in an Urban Middle School

    ERIC Educational Resources Information Center

    Unrau, Norman; Schlackman, Jonah

    2006-01-01

    The authors investigated the effects of intrinsic and extrinsic motivation on reading achievement for urban middle school students. The authors initially developed a research-based theoretical model representing interrelationships among students' ethnicity, gender, grade level, intrinsic motivation, extrinsic motivation, and reading achievement.…

  19. Autonomic Regulation on the Stroop Predicts Reading Achievement in School Age Children

    ERIC Educational Resources Information Center

    Becker, Derek R.; Carrere, Sybil; Siler, Chelsea; Jones, Stephanie; Bowie, Bonnie; Cooke, Cheryl

    2012-01-01

    In this study we examined high frequency heart rate variability (HF-HRV, a parasympathetic index) both at rest and during challenge, to assess if variations in cardiovascular activity measured during a Stroop task could be used to predict reading achievement in typically developing children. Reading achievement was examined using the Peabody…

  20. The Effects of a Breakfast Program on Reading Achievement of Elementary School Children.

    ERIC Educational Resources Information Center

    Chambless, Martha; Parham, Charles

    To discover the effects of breakfast on reading achievement a study was conducted comparing 100 primary students from the 1975-1976 school year before a school breakfast program was instituted and 100 students from the 1977-1978 school year who participated in a school breakfast program. Reading scores from the California Achievement Test…

  1. Socioeconomic Background Modulates Cognition-Achievement Relationships in Reading

    ERIC Educational Resources Information Center

    Noble, Kimberly G.; Farah, Martha J.; McCandliss, Bruce D.

    2006-01-01

    Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA…

  2. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement

    ERIC Educational Resources Information Center

    Caplinger, Robert T.

    2013-01-01

    The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores, as measured by the Oregon Assessment of Knowledge and Skills (OAKS). A 90-minute middle school flexible interdisciplinary block schedule served as the independent variable and…

  3. Reading Their Way: A Balanced Approach that Increases Achievement

    ERIC Educational Resources Information Center

    Donat, Dorothy J.

    2006-01-01

    The increasing demand for improved student performance in the context of significant time constraints places considerable stress on educators and administrators to develop innovative strategies that promote literacy acquisition. This article describes the procedures and outlines the evaluative data for Reading Their Way, a literacy acquisition…

  4. 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…

  5. Read to Achieve Traditional Calendar School Reading Camps: Summer 2014. Eye on Evaluation. D&A Report No. 14.16

    ERIC Educational Resources Information Center

    Rhea, Anisa

    2015-01-01

    This report examines traditional calendar school Read to Achieve reading camps implemented in the summer of 2014. Teacher and student survey respondents reported positive reading camp experiences and reading camp was well attended. Based on data for 502 students, a small percentage (16.1%) reached reading proficiency by the end of camp. Gains in…

  6. The Effects of Different Approaches to Reading Instruction on Letter Detection Tasks in Normally Achieving and Low Achieving Readers

    ERIC Educational Resources Information Center

    Faust, Miriam; Kandelshine-Waldman, Osnat

    2011-01-01

    The present study used two letter detection tasks, the classic missing letter effect paradigm and a single word versus familiar word compound version of this paradigm, to study bottom-up and top-down processes involved in reading in normally achieving as compared to low achieving elementary school readers. The research participants were children…

  7. The Nelson-Denny Reading Test and Harcum-earned Academic Averages.

    ERIC Educational Resources Information Center

    Blai, Boris, Jr.

    Research shows that there is a substantial degree of correlation between scores obtained on the Nelson-Denny Reading Test and the academic averages obtained by freshmen students at Harcum Junior College. This indicates that the reading test is a useful measuring instrument for predicting general levels of first-year academic achievement. (CK)

  8. The Relationship between Reading Response Journals as an Intervention and Reading Achievement of Fourth and Fifth Graders in a Suburban School District

    ERIC Educational Resources Information Center

    Hume, Julie M.

    2013-01-01

    Many of today's students are reading below grade level and schools are investigating methods for increasing student achievement in the area of reading. This mixed method research study investigated the achievement of students who were reading below grade level. The purpose of this study was to investigate the relationship between reading response…

  9. Exploratory Studies of Bias in Achievement Tests.

    ERIC Educational Resources Information Center

    Green, Donald Ross; Draper, John F.

    This paper considers the question of bias in group administered academic achievement tests, bias which is inherent in the instruments themselves. A body of data on the test of performance of three disadvantaged minority groups--northern, urban black; southern, rural black; and, southwestern, Mexican-Americans--as tryout samples in contrast to…

  10. Construct Validation of A Standardized Achievement Test.

    ERIC Educational Resources Information Center

    Andrulis, Richard S.

    The purpose of the investigation was to determine the construct validity of a standardized achievement test. The test, administered to over 5800 subjects, is one examination in a diploma program for students pursuing the Chartered Life Underwriter (CLU) designation. Results of factor and multiple discriminant analysis indicated the presence of…

  11. High Stakes Testing and Student Achievement.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    The effects of high stakes testing may be critical in the lives of public school students and may have many consequences for schools and teachers. There are no easy answers in measuring student achievement and in holding teachers accountable for learner progress. High stakes testing also involves responsibilities on the part of the principal who…

  12. Development and Evaluation of Job Reading Task Tests.

    ERIC Educational Resources Information Center

    Sticht, Thomas G.; Caylor, John S.

    The use of readability formulae to estimate the difficulty levels of vocational reading materials, the determination of relationships of reading skills to job proficiency, and the relationship of general reading ability to performance on specially constructed job reading task tests (JRTT) are discussed to define the literacy skill demands (i.e.,…

  13. Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Wei, Xin; Christiano, Elizabeth R. A.; Yu, Jennifer W.; Wagner, Mary; Spiker, Donna

    2015-01-01

    This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children…

  14. A Teacher's Guide to Standardized Reading Tests. Knowledge Is Power.

    ERIC Educational Resources Information Center

    Calkins, Lucy; Montgomery, Kate; Santman, Donna

    This book is meant to be a guide to standardized reading tests, to help teachers live with tests. Standardized, norm-referenced reading tests are a fact of life for most teachers. The suggestions in this book are drawn form the experience of teachers in the Teachers College Reading and Writing Project at Teachers College, Columbia University. Part…

  15. The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

    Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

  16. The Relationship Between Expressed Interests and Reading Achievements in Functionally Illiterate Adults.

    ERIC Educational Resources Information Center

    Hutchison, Laveria

    In order to determine whether lessons addressed to the expressed personal interest of functionally illiterate adult students would improve their reading skills, 40 such students attending an urban adult education center were divided into two reading classes. All were tested on a silent reading subtest of the Adult Basic Learning Examination and…

  17. 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…

  18. The Potential Impact of Structured Read-Aloud on Middle School Reading Achievement

    ERIC Educational Resources Information Center

    Marchessault, Jennifer Kohart; Larwin, Karen H.

    2014-01-01

    Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools…

  19. Structured Read-Aloud in Middle School: The Potential Impact on Reading Achievement

    ERIC Educational Resources Information Center

    Marchessault, Jennifer Kohart; Larwin, Karen H.

    2013-01-01

    Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically students who were not receiving special education or additional reading intervention services. For the current investigation, students in two middle schools…

  20. Relationship between Home Literacy Environment and Reading Achievement in Children with Reading Disabilities

    ERIC Educational Resources Information Center

    Rashid, Fontina L.; Morris, Robin D.; Sevcik, Rose A.

    2005-01-01

    Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy…

  1. The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

    ERIC Educational Resources Information Center

    Osei, Aboagye Michael; Liang, Qing Jing; Natalia, Ihnatushchenko; Stephen, Mensah Abrampah

    2016-01-01

    Although wealth of empirical researches have covered the impact of crucial, indispensable role reading skills play in the development of individuals' mental faculties through the acquisition of knowledge in a particular language, scientific works on the assessment of the relationship(s) between pre-reading activities (consisting of games, puzzle…

  2. Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement

    NASA Astrophysics Data System (ADS)

    Cano, Francisco; García, Ángela; Berbén, A. B. G.; Justicia, Fernando

    2014-07-01

    The purpose of this research was to build and test a conceptual model of the complex interrelationships between students' learning in science (learning approaches and self-regulation), their reading comprehension, question-asking in class and science achievement. These variables were measured by means of a test and a series of questionnaires administered to 604 ninth-grade students, and the data collected were analysed using a correlational, cross-sectional design. Results of a path analysis indicated that (a) students' self-regulated and intentional knowledge-constructing activity (self-regulated strategy use, deep approach and knowledge-building) were what chiefly accounted for their question-asking in class; (b) question-asking (high and low levels) was related directly to reading comprehension and indirectly, through its contribution to the this, to academic achievement; (c) reading comprehension was directly and negatively associated with surface approach and indirectly and positively related to deep approach and knowledge-building; and (d) some of these variables, particularly reading comprehension, accounted for academic achievement in science. This model explained nearly 30% of the variance in academic achievement and provided a substantial and distinctive insight into the web of interrelationships among these variables. Implications for future research and science teaching and learning are discussed (e.g. the importance of supporting students' efforts to learn science in a meaningful, active and self-regulated way and of improving their reading comprehension).

  3. Irlen filters and reading strategies: effect of coloured filters on reading achievement, specific reading strategies, and perception of ability.

    PubMed

    Robinson, G L; Conway, R N

    1994-08-01

    The effect of tinted nonoptical (Irlen) lenses was investigated with 29 lens-using subjects and a control group of 31 subjects. Assessment of reading four months after the initial screening showed a significant improvement in reading rate and comprehension but not in accuracy. A significant decrease in the number of pauses while reading was also noted for the lens users as well as increases in correlation between word repetition and reading rate and accuracy. The lens users also showed significantly improved scores on a scale of attitude towards school tasks. PMID:7808885

  4. Improving Achievement in Secondary Schools: Impact of a Literacy Project on Reading Comprehension and Secondary School Qualifications

    ERIC Educational Resources Information Center

    Lai, Mei Kuin; Wilson, Aaron; McNaughton, Stuart; Hsiao, Selena

    2014-01-01

    This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based…

  5. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school

    PubMed Central

    Mol, Suzanne E.; Jolles, Jelle

    2014-01-01

    This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity “to see images” of a written story in the mind’s eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap. PMID:25386154

  6. The impact of tutoring on early reading achievement for children with and without attention problems.

    PubMed

    Rabiner, David L; Malone, Patrick S

    2004-06-01

    This study examined whether the benefits of reading tutoring in first grade were moderated by children's level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement measures were administered after kindergarten and 1st grade, and teacher ratings of attention problems were obtained during 1st grade. During 1st grade, intervention participants received three 30-min tutoring sessions per week to promote the development of initial reading skills. Results replicated prior findings that attention problems predict reduced 1st grade reading achievement, even after controlling for IQ and earlier reading ability. Intervention was associated with modest reading achievement benefits for inattentive children without early reading difficulties, and substantial benefits for children with early reading difficulties who were not inattentive. It had no discernible impact, however, for children who were both inattentive and poor early readers. Results underscore the need to develop effective academic interventions for inattentive children, particularly for those with co-occurring reading difficulties. PMID:15228176

  7. Testing Reading Comprehension of Theoretical Discourse with Cloze.

    ERIC Educational Resources Information Center

    Greene, Benjamin B., Jr.

    2001-01-01

    Presents evidence from a large sample of reading test scores for the validity of cloze-based assessments of reading comprehension for the discourse typically encountered in introductory college economics textbooks. Notes that results provide strong evidence that appropriately designed cloze tests permit valid assessments of reading comprehension…

  8. Teacher Use of Achievement Test Score Data

    ERIC Educational Resources Information Center

    Miller, Steven C.

    2012-01-01

    The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which…

  9. Piagetian Tasks, Traditional Intelligence and Achievement Tests.

    ERIC Educational Resources Information Center

    Kingma, J.; Koops, W.

    1983-01-01

    Reports study which compared the value of Piagetian tasks--seriation, conservation and multiple classification--to that of traditional intelligence tests--Cattell and PMA 5 to 7 subtests--as predictors of number language, simple computation, and verbal arithmetic achievement in 312 children from kindergarten to grade 4. Fifty references are…

  10. Intrinsic Motivation, Perceived Competence and Classroom Engagement as Longitudinal Predictors of Adolescent Reading Achievement

    ERIC Educational Resources Information Center

    Froiland, John Mark; Oros, Emily

    2014-01-01

    This study investigated the effects of intrinsic motivation, perceived competence, classroom engagement and extrinsic motivation on reading development among youth. Using a nationally representative sample of students in the US, the researchers followed students longitudinally from fifth to eighth grade. Reading achievement was measured using…

  11. Pedagogical Content Beliefs about Reading Instruction and Their Relation to Gains in Student Achievement

    ERIC Educational Resources Information Center

    Behrmann, Lars; Souvignier, Elmar

    2013-01-01

    Teachers' pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers' pedagogical content beliefs were then related to…

  12. How Does Bennett Woods Elementary School Produce Such High Reading and Writing Achievement?

    ERIC Educational Resources Information Center

    Pressley, Michael; Mohan, Lindsey; Raphael, Lisa M.; Fingeret, Lauren

    2007-01-01

    The authors developed a grounded theory about how a school serving relatively advantaged children produces high reading and writing achievement compared with schools serving similar populations of students. The school's faculty is reading and writing focused, and students experience many books as they receive explicit, demanding instruction (i.e.,…

  13. Effects of the Feingold Diet on Reading Achievement and Classroom Behavior.

    ERIC Educational Resources Information Center

    Chernick, Eleanor

    1980-01-01

    Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)

  14. Working Memory as a Predictor of Reading Achievement in Orally Educated Hearing-Impaired Children.

    ERIC Educational Resources Information Center

    Daneman, Meredyth; And Others

    1995-01-01

    This study found that three measures of working memory capacity (processing and storage capacity, reading and listening span, and visual shape span) were good predictors of reading achievement in 30 orally educated children (ages 5 to 14) with hearing impairments as well as in an age-matched hearing control group. Degree of hearing loss did not…

  15. The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades

    ERIC Educational Resources Information Center

    Reardon, Sean F.; Galindo, Claudia

    2009-01-01

    This article describes the developmental patterns of Hispanic-White math and reading achievement gaps in elementary school, paying attention to variation in these patterns among Hispanic subgroups. Compared to non-Hispanic White students, Hispanic students enter kindergarten with much lower average math and reading skills. The gaps narrow by…

  16. Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: A Quantile Regression Approach

    ERIC Educational Resources Information Center

    Shafiq, M. Najeeb

    2013-01-01

    Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15-year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

  17. Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

    ERIC Educational Resources Information Center

    Sherrill, Carol A.

    2009-01-01

    The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

  18. Gender Gaps in Mathematics, Science and Reading Achievements in Muslim Countries: Evidence from Quantile Regression Analyses

    ERIC Educational Resources Information Center

    Shafiq, M. Najeeb

    2011-01-01

    Using quantile regression analyses, this study examines gender gaps in mathematics, science, and reading in Azerbaijan, Indonesia, Jordan, the Kyrgyz Republic, Qatar, Tunisia, and Turkey among 15 year-old students. The analyses show that girls in Azerbaijan achieve as well as boys in mathematics and science and overachieve in reading. In Jordan,…

  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. Effectiveness of a Metacognitive Reading Strategies Program for Improving Low Achieving EFL Readers

    ERIC Educational Resources Information Center

    Ismail, Nasrah Mahmoud; Tawalbeh, Tha'er Issa

    2015-01-01

    As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups;…

  1. The Accelerated Reader Program, Reading Achievement, and Attitudes of Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Scott, Louise Shewfelt

    This report discusses the outcomes of a study that investigated whether the Accelerated Reader program meets its claim to motivate and improve reading achievement for all students, including those with special needs. The Accelerated Reader program is a computer-based reading management system that includes a database of thousands of books ranging…

  2. The Influence of Differing the Paths to an Incentive on Third Graders' Reading Achievement and Attitudes

    ERIC Educational Resources Information Center

    Fawson, Parker C.; Reutzel, D. Ray; Read, Sylvia; Smith, John A.; Moore, Sharon A.

    2009-01-01

    The purpose of this study was to examine the impact of four incentive paths on third graders' reading vocabulary and comprehension achievement and recreational and academic reading attitude. One hundred and twenty third-grade students were assigned to one of four incentive path treatment conditions. Data were analyzed using analysis of covariance…

  3. NAEP Reading Revisit: An Evaluation of the 1992 Achievement Levels Descriptions.

    ERIC Educational Resources Information Center

    American Coll. Testing Program, Iowa City, IA.

    A study was designed to provide recommendations regarding the use of the achievement levels set in 1992 for reporting National Assessment of Educational Progress (NAEP) reading results in 1994 and in future NAEP reading assessments. Two procedures were used: the Item Difficulty Categorization (IDC) procedure involved an evaluation of the…

  4. Growth in Reading Achievement of Students with Disabilities, Ages 7 to 17

    ERIC Educational Resources Information Center

    Wei, Xin; Blackorby, Jose; Schiller, Ellen

    2011-01-01

    Using data from the Special Education Elementary Longitudinal Study (SRI International, 2002), this study estimated reading growth trajectories in a nationally representative sample of 3,421 students with disabilities ages 7 to 17 representing 11 federal disability categories. Reading achievement in all disability categories increased with age,…

  5. Effects of Cochlear Implants on Children's Reading and Academic Achievement

    ERIC Educational Resources Information Center

    Marschark, Marc; Rhoten, Cathy; Fabich, Megan

    2007-01-01

    This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should…

  6. Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities

    ERIC Educational Resources Information Center

    Swanson, H. Lee

    2011-01-01

    This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

  7. Motivation for Reading and Middle School Students' Performance on Standardized Testing in Reading

    ERIC Educational Resources Information Center

    Mucherah, Winnie; Yoder, Alyssa

    2008-01-01

    This study examined middle school students' reading motivation and its relations to their performance on a standardized test (ISTEP+) in reading. Participants included 388 sixth- and eighth-grade students from two public middle schools. There were 229 females and 159 males. Participants responded to the Reading Motivation Questionnaire after they…

  8. The English-Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study.

    PubMed

    Nielsen, Diane Corcoran; Luetke, Barbara; McLean, Meigan; Stryker, Deborah

    2016-01-01

    Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual access to these features. The authors investigated the English morphological and syntactic abilities and reading achievement of elementary and middle school students at a school using simultaneously spoken and signed Standard American English facilitated by intentional listening, speech, and language strategies. A developmental trend (and no plateau) in language and reading achievement was detected; most participants demonstrated average or above-average English. Morphological awareness was prerequisite to high test scores; speech was not significantly correlated with achievement; language proficiency, measured by the Clinical Evaluation of Language Fundamentals-4 (Semel, Wiig, & Secord, 2003), predicted reading achievement. PMID:27477041

  9. District Action Plan 2003-2008: Improving Academic Achievement in Reading, Math and Language Arts

    ERIC Educational Resources Information Center

    Guam Public School System, 2003

    2003-01-01

    The results of the SAT 9 tests administered to Guam students in grades 1, 3, 5, 7, 9, 10, and 11 have consistently indicated below average academic performance in the subjects of reading, math and language arts over the past decade of testing. To ensure that students attain the necessary skills and knowledge in reading, math, and language arts,…

  10. Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement

    ERIC Educational Resources Information Center

    Miller, Kelli Caldwell; Bell, Sherry Mee; McCallum, R. Steve

    2015-01-01

    Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…

  11. Relationship between home literacy environment and reading achievement in children with reading disabilities.

    PubMed

    Rashid, Fontina L; Morris, Robin D; Sevcik, Rose A

    2005-01-01

    Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD. The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home literacy activities were significantly related to children's passage comprehension and spelling scores. However, relationships between home literacy environment and reading may be different for children with and without RD. PMID:15727325

  12. 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

  13. Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

    PubMed Central

    Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.

    2015-01-01

    This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. PMID:26412903

  14. Achieving science, math and reading literacy for all: The role of inquiry-based science instruction

    NASA Astrophysics Data System (ADS)

    Hung, Man

    With the enactment of the No Child Left Behind Act of 2001, educators and policy makers have been seeking effective strategies to improve students' science, mathematics and reading achievement. One of the primary teaching strategies recommended by reform-oriented organizations, such as the National Research Council (1996), is to utilize inquiry-based science instruction. In this study, I examined the effects of inquiry-based science instruction and traditional science instruction on student achievement across science, mathematics and reading. I also compared the effects of inquiry-based science instruction and traditional science instruction on student achievement. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999---a large, national data sample---a series of structural equation modeling analyses were performed. Results indicated that inquiry-based science instruction was associated with significant, positive gains not only in science achievement, but also in mathematics and reading achievement. The positive relationship between inquiry instruction and student achievement was found above and beyond the contributions of traditional science instruction, which generally showed no significant relationship to student achievement. Findings support the theoretical position that inquiry-based science instruction can have robust benefits across the curriculum. This study contributes to the dialogue on effective instructional methods to achieve science, mathematics and reading literacy for all. Overall, this study provides cautious support for the idea that student achievement can be promoted by supporting and encouraging teachers to implement inquiry-based science instruction.

  15. High-Achieving and Average Students' Reading Growth: Contrasting School and Summer Trajectories

    ERIC Educational Resources Information Center

    Rambo-Hernandez, Karen E.; McCoach, D. Betsy

    2015-01-01

    Much is unknown about how initially high-achieving students grow academically, especially given the measurement issues inherent in assessing growth for the highest performing students. This study compared initially high-achieving and average students' growth in reading (in a cohort of third-grade students from 2,000 schools) over 3 years.…

  16. 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…

  17. 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…

  18. The Effects of Reading Recovery™ on the American Indian/Non-American Indian Achievement Gap

    ERIC Educational Resources Information Center

    Collins, Mary L.

    2012-01-01

    Despite the attention being paid to the achievement gap of minorities, the regulations and laws being enacted, the research being conducted, and the funding made available to narrow the achievement gap, there is evidence that shows it still exists for American Indians. This study examined the effects of Reading Recovery, an early literacy…

  19. The Impact of Professional Learning Communities on Urban Teachers and Their Students' Reading and Math Achievement

    ERIC Educational Resources Information Center

    Williams, Deborah Johnson

    2011-01-01

    This study followed a causal comparative research design that utilized mixed methods. This non-experimental investigation sought to identify potential cause and effect relationships between variations in achievement data among schools. The purpose of the study was to determine if urban students' reading and math achievement increased as a result…

  20. 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,…

  1. How University Students with Reading Difficulties Are Supported in Achieving Their Goals

    ERIC Educational Resources Information Center

    Stack-Cutler, Holly L.; Parrila, Rauno K.; Jokisaari, Markku; Nurmi, Jari-Erik

    2015-01-01

    We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university…

  2. Teacher Learning and ELL Reading Achievement in Sheltered Instruction Classrooms: Linking Professional Development to Student Development

    ERIC Educational Resources Information Center

    McIntyre, Ellen; Kyle, Diane; Chen, Cheng-Ting; Munoz, Marco; Beldon, Scott

    2010-01-01

    The increase in language minority students in U.S. schools has drawn attention to instructional models designed to assist these students. It is critical that literacy educators understand the potential of these models for literacy achievement. This study was designed to examine reading achievement of elementary English language learners in…

  3. A Definition of One Level of Achievement in the Reading and Writing of Spanish. Final Report.

    ERIC Educational Resources Information Center

    Shawl, James Robert

    An operational definition of the standard for learner achievement at Level 2, with respect to the skills of reading and writing, was proposed for Spanish as one aspect of a research project. The method described, serving as the basis for articulation of level achievement, deals with general procedures, proposed operational definition of reading…

  4. The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities

    ERIC Educational Resources Information Center

    Harrington, Jennifer Stell

    2011-01-01

    The question of where best to educate students with disabilities to maximize their academic achievement has been discussed and researched for over four decades, with inconsistent and contradictory results. This study focused on the mathematics and reading achievement of middle and high school students with mild disabilities in an urban district in…

  5. 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…

  6. Reading and Math Achievement among Low-Income Urban Latino Youth: The Role of Immigration

    ERIC Educational Resources Information Center

    Guttmannova, Katarina

    2016-01-01

    Using data from a household-based, stratified random sample of youth and their caregivers from low-income inner-city neighborhoods, this study examined the variability in the academic achievement of Latino youth. The results indicate a significant advantage in reading achievement for first- and second-generation immigrant youth, as compared to the…

  7. The Nelson-Denny Reading Test: A Comparison.

    ERIC Educational Resources Information Center

    Cooper, Rayna

    1983-01-01

    Describes a study conducted at the University of Tennessee at Marin to find a test more suitable than the Nelson-Denny Reading Test (NDRT) to accurately measure reading improvement in developmental classes. Found no support for replacing the NDRT with the Descriptive Tests of Language Skills or the Comparative Guidance and Placement Program. (DMM)

  8. Memphis Literacy Academy Reading Initiative Effect of Academic Achievement on Elementary Students

    ERIC Educational Resources Information Center

    Gamble, Eddie L.

    2009-01-01

    Forty five percent of the students' receiving Title I funds in urban lower class inner city schools and 20% of the students not receiving Title I funds in American public schools are reading below proficient on standardized tests. The goal of No Child Left Behind Legislation was to make sure that 95% of all students are reading at a proficient…

  9. Language Arts Achievement Level, Attitude Survey Format, and Adolescents' Attitudes toward Reading.

    ERIC Educational Resources Information Center

    Ryan, Bazy E. B.; Smith, Lyle R.

    Numerous studies have focused on attitudes toward reading and how to measure such attitudes. The present study examined the effects of both the survey format and the reading abilities of 82 sixth graders at a middle school in McDuffie County, Georgia. Since all of the students had taken the Iowa Tests of Basic Skills, the language arts composite…

  10. Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities

    PubMed Central

    Chu, Felicia W.; vanMarle, Kristy; Geary, David C.

    2016-01-01

    One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted

  11. Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.

    PubMed

    Chu, Felicia W; vanMarle, Kristy; Geary, David C

    2016-01-01

    One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted

  12. Learning to Read in Arabic: Reading, Syntactic, Orthographic and Working Memory Skills in Normally Achieving and Poor Arabic Readers.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim

    1995-01-01

    Examines relationships between phonological skills and reading in 143 Arab children in Arab villages of central Israel. Finds that a word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge, and short-term memory, and that poor readers significantly lagged in skill development. Discusses…

  13. Cognitive Processing of Low Achievers and Children with Reading Disabilities: A Selective Meta-Analytic Review of the Published Literature.

    ERIC Educational Resources Information Center

    Hoskyn, Maureen; Swanson, H. Lee

    2000-01-01

    This article synthesizes some of the published literature comparing the cognitive functioning of children with reading disabilities (RD) and children with low reading and low intelligence (low achievers). Research indicates that children with reading disabilities outperformed low achievers on measures of lexical knowledge, syntactical knowledge,…

  14. Development of Achievement Test: Validity and Reliability Study for Achievement Test on Matter Changing

    ERIC Educational Resources Information Center

    Kara, Filiz; Celikler, Dilek

    2015-01-01

    For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the…

  15. Dynamic testing, working memory, and reading comprehension growth in children with reading disabilities.

    PubMed

    Lee Swanson, H

    2011-01-01

    This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children's WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading. PMID:21965253

  16. Worksheet Usage, Reading Achievement, Classes' Lack of Readiness, and Science Achievement: A Cross-Country Comparison

    ERIC Educational Resources Information Center

    Lee, Che-Di

    2014-01-01

    Instructional written materials play important roles as teachers' agents in effective teaching practices. Worksheets are one of the most frequently used materials. In this exploratory study, the relationships between worksheet usage and science achievement in 32 countries were examined through the use of TIMSS and PIRLS data and multiple…

  17. SOME DIFFERENCES BETWEEN SILENT AND ORAL READING RESPONSES ON A STANDARDIZED READING TEST.

    ERIC Educational Resources Information Center

    LEIBERT, ROBERT E.

    A STUDY DESIGNED TO IDENTIFY SOME OF THE DIFFERENCES BETWEEN THE RESPONSES ON THE GATES ADVANCED PRIMARY READING TEST AND THE KINDS OF RESPONSES OBTAINED FROM AN INFORMAL READING INVENTORY (IRI) IS REPORTED. SUBJECTS WERE 65 THIRD-GRADE PUPILS IN WEST BABYLON, NEW YORK. PUPILS AT THE SAME INSTRUCTIONAL LEVEL SCORED HIGHER IN THE RECOGNITION TEST…

  18. The Gates-MacGinitie Readiness Skills Test and Illinois Test of Psycholinguistic Abilities as Predictors of First-Grade Reading

    ERIC Educational Resources Information Center

    Lesiak, Judi

    1977-01-01

    Compares effectiveness of the Gates-MacGinitie Readiness Skills Test (G-M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i.t.a. approach or a t.o. sight approach. G-M was a better predictor than ITPA for both groups.…

  19. Test Review: D. Wechsler "Wechsler Individual Achievement Test" (3rd ed.). San Antonio, Texas--Pearson, 2009

    ERIC Educational Resources Information Center

    Vaughan-Jensen, Jessica; Adame, Cindy; McLean, Lauren; Gamez, Brenda

    2011-01-01

    This article reviews "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), which is designed to assess students' skills in listening, speaking, reading, writing, and mathematics. The test can identify an individual's strengths and weaknesses, assist professionals who are determining whether a student is eligible for special educational…

  20. Teaching Test-Taking Strategies to Improve the Academic Achievement of Students with Mild Mental Disabilities

    ERIC Educational Resources Information Center

    Kretlow, Allison G.; Lo, Ya-yu; White, Richard B.; Jordan, LuAnn

    2008-01-01

    This study examined the effects of teaching a test-taking strategy to 4 fourth- and fifth-grade students with mild mental disabilities on reading and math achievement. The intervention consisted of a direct and explicit instructional method using a mnemonic strategy. The participants' acquisition and application of the test-taking strategy on…

  1. Test Language Effect in International Achievement Comparisons: An Example from PISA 2009

    ERIC Educational Resources Information Center

    Soh, Kaycheng

    2014-01-01

    International achievement comparison studies assess students on core subjects such as Reading, Mathematics and Science. Students who do not speak the test language at home can be expected to be disadvantaged because of language proficiency. The test language effect has not been given sufficient attention. The present study investigated probable…

  2. 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…

  3. The Effects of Response to Intervention on Third Graders' Reading Achievement

    ERIC Educational Resources Information Center

    King, Marlon Demetrius

    2012-01-01

    The purpose of this quantitative study was to examine the effects of the Response to Intervention Three Tier Model on third graders' reading achievement. Two hundred forty-three students participated in this study. Students were from an elementary school in the southeastern region of the United States. The data on the students was collected…

  4. Reading for Success: The Effectiveness of Literacy Interventions for Increasing Student Achievement in Core Academic Classes

    ERIC Educational Resources Information Center

    Harrell, Margaret A.

    2014-01-01

    The purpose of this action research study was to utilize quantitative and qualitative data to measure the effects of Tier 2 and Tier 3 literacy interventions as they affect student achievement in the secondary school setting. The research questions addressed performance of students who were enrolled in Reading for Success as compared to a cohort…

  5. The Effect of an Instructional Intervention on Middle School English Learners' Science and English Reading Achievement

    ERIC Educational Resources Information Center

    Lara-Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Guerrero, Cindy; Huerta, Maggie; Fan, Yinan

    2012-01-01

    This study examined the effect of a quasi-experimental project on fifth grade English learners' achievement in state-mandated standards-based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted…

  6. Turning around Reading Achievement: Predictors of High School Students' Academic Resilience.

    ERIC Educational Resources Information Center

    Cappella, Elise; Weinstein, Rhona S.

    2001-01-01

    In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Being Caucasian and female, having an internal locus of control, and taking an academic curriculum independently predicted academic resilience.…

  7. The Impact of Parental Participation Strategies on Reading Achievement in Elementary Settings

    ERIC Educational Resources Information Center

    Harris, Regina

    2011-01-01

    The purpose of this quantitative correlational study was used to determine the impact of parental participation strategies on reading achievement of students in an elementary setting. The problem is that the identified school fails to implement strategies to increase parental participation, in preparing students for the 21st century. One hundred…

  8. 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,…

  9. A Study of the Effect of Additional Reading Assistance on Student Achievement

    ERIC Educational Resources Information Center

    Gillan-Sanderson, Nicole A.

    2012-01-01

    This study describes a procedure one school district used to increase students' reading abilities through reviewing data and adjusting the instruction to give students intensive services, as needed. This school worked in a problem-solving team approach to develop a comprehensive team that followed the progression of student achievement.…

  10. Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension

    ERIC Educational Resources Information Center

    Eze, Nneka Justina

    2015-01-01

    This study assessed the effects of cloze instructional approach on senior secondary school students' achievement in Igbo language reading comprehension. The study utilized a quasi experimental research design of the pretest posttest non-equivalent control group design. The study was conducted in Abakaliki education zone of Ebonyi State of Nigeria.…

  11. The Relationship between Victimization at School and Achievement: The Cusp Catastrophe Model for Reading Performance

    ERIC Educational Resources Information Center

    Sideridis, Georgios D.; Antoniou, Faye; Stamovlasis, Dimitrios; Morgan, Paul L.

    2013-01-01

    We evaluated the relationship between victimization and academic achievement from a nonlinear perspective using a cusp catastrophe model. Participants were 62 students with identified learning disabilities (LD) using statewide criteria in Greece. Students participated in a 2-year cohort-sequential design. Reading assessments involved measures of…

  12. 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.…

  13. The Effects of Multiple Intelligence Teaching Strategies on Achievement in Reading and Mathematics

    ERIC Educational Resources Information Center

    Harriman, Vanessa

    2010-01-01

    Today's educators must use research-based teaching strategies that increase achievement levels of students. Howard Gardner's Theory of Multiple Intelligences is scientifically-based. The current model suggests eight different areas in which a person can demonstrate intelligence. This study compared reading and math assessments score of elementary…

  14. The Effect of Peer-Based Instruction on Rhythm Reading Achievement

    ERIC Educational Resources Information Center

    Johnson, Erik A.

    2011-01-01

    The purpose of this study was to determine the effect of peer-based instruction on rhythm reading achievement of instrumental and choral music students attending a large urbanfringe high school in a major metropolitan area. Participants (N = 131) included band (n = 71) and choir (n = 60) students whose backgrounds reflected extensive economic (78%…

  15. Reading between the Lines: Motives, Beliefs, and Achievement in Adolescent Boys

    ERIC Educational Resources Information Center

    Bozack, Amanda

    2011-01-01

    This study of adolescent boys' literacy builds on motivation theory and uses the Motivations for Reading Questionnaire (Wigfield, Guthrie, & McGough, 1996) as a foundation. Survey and achievement data were collected from 330 students and eight teachers at a Catholic, all-boys high-school. Results suggest that the motivational constructs identified…

  16. Effects of Computer-Assisted Instruction on Reading and Mathematics Achievement of Chapter 1 Students.

    ERIC Educational Resources Information Center

    Zollman, Alan; And Others

    Two parallel studies were conducted to determine whether students' achievement in reading and/or mathematics would be affected by the use of Education Systems Corporation (ESC) Software for Chapter 1 students. Students in the experimental groups used the software twice a week during a period of one school year, with 561 Chapter 1 students in…

  17. The Perceptions of Principal-Based Leadership Practices on Student Reading Achievement

    ERIC Educational Resources Information Center

    Gjelaj Merturi, Elizabeth

    2010-01-01

    The purpose of this mixed quantitative and qualitative study was to examine whether a relationship exists between the perceptions of principal-based leadership practices and 5th grade reading achievement. Standardized assessment measures used were the Principal Instructional Management Rating Scale (PIMRS) and the 5th grade Connecticut Mastery…

  18. The Effectiveness of Education Technology for Enhancing Reading Achievement: A Meta-Analysis

    ERIC Educational Resources Information Center

    Cheung, Alan C. K.; Slavin, Robert E.

    2011-01-01

    The present review examines research on the effects of technology use on reading achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the…

  19. The Effects of Peer Tutoring on the Reading Achievement and Social Acceptance of Mainstreamed Handicapped Children.

    ERIC Educational Resources Information Center

    Gajar, Anna H.; And Others

    The research analyzed the effects of peer tutoring and teacher presentations about handicaps on the social acceptance of 16 mainstreamed educable mentally retarded (EMR) children (10 from primary and 6 from intermediate level classes). In addition, the effect of peer tutoring on reading achievement of EMR students was examined. Results showed that…

  20. Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students

    ERIC Educational Resources Information Center

    Mason, Linda H.; Meadan-Kaplansky, Hedda; Hedin, Laura; Taft, Raol

    2013-01-01

    Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided…

  1. Leadership Practices that Enhance Reading Achievement for African American Males: A Case Study

    ERIC Educational Resources Information Center

    Dawson, Dawnay Ardrean

    2010-01-01

    The purpose of this study was to examine leadership practices that lead to improving academic achievement for African American males. Specifically, this study examined cultural insensitivity and its impact on educating African American male students in reading. The study utilized several techniques to determine what practices educators used to…

  2. Exploring the Relationship between Student Approaches to Learning and Reading Achievement at the School Level

    ERIC Educational Resources Information Center

    Musu-Gillette, Lauren E.; Barofsky, Meryl Y.; List, Alexandra

    2015-01-01

    Using the Early Childhood Longitudinal Study, Kindergarten Cohort of 1998 (ECLS-K, 98), a nationally representative sample of kindergarteners in the United States, we investigated the relationship between approaches to learning and spring reading achievement with particular emphasis on classroom and school-level differences. We employed…

  3. How Home Enrichment Mediates the Relationship between Maternal Education and Children's Achievement in Reading and Math

    ERIC Educational Resources Information Center

    Zadeh, Zohreh Yaghoub; Farnia, Fataneh; Ungerleider, Charles

    2010-01-01

    Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping…

  4. The Influence of Psychophysiological Variables on Aged Subjects' Functional Reading Achievement.

    ERIC Educational Resources Information Center

    Lovelace, Terry

    A study investigated the effects of selected psychophysiological factors known to affect cognitive functioning on the reading achievement of older adults. The subjects, 34 noninstitutionalized adults ranging in age from 50 to 88 years, completed measures of (1) self-reported mental and physical health, (2) nonverbal intelligence, (3) reading…

  5. Improving Parental Involvement and Reading Achievement of Caribbean Immigrant Adolescents through Differentiated Instruction

    ERIC Educational Resources Information Center

    Robert, Joshua

    2010-01-01

    The purpose of this applied dissertation study was to determine the relative impact of parental involvement, parental school perception, student generation status, and Caribbean adolescents' own attitudes and behavior towards academic achievement and reading comprehension skills. For this study, 45 Caribbean parents from Grenadian, Guyanese,…

  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. 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…

  8. 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…

  9. The Impact of Home and School Collaboration on Student Achievement in K-5 Reading and Math

    ERIC Educational Resources Information Center

    Mobley, Joy L.

    2012-01-01

    Public schools struggle with ways to encourage parental involvement in the classroom. Home and school collaboration is needed if students are to succeed academically. The purpose of this study was to investigate whether there was a significant difference in the reading achievement of students by the number of workshop sessions attended by parents…

  10. 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…

  11. Raising Reading Achievement in an "At Risk", Low Socioeconomic, Multicultural Intermediate School

    ERIC Educational Resources Information Center

    Fletcher, Jo; Grimley, Michael; Greenwood, Janinka; Parkhill, Faye

    2013-01-01

    This article focuses on a multicultural, low socioeconomic, intermediate school that over the 4 years of this longitudinal, qualitative, case study made substantial positive shifts in developing a more effective learning environment and improving students' reading achievement. The study found that the factors appearing to have the most influence…

  12. Recess and Reading Achievement of Early Childhood Students in Public Schools

    ERIC Educational Resources Information Center

    Yesil Dagli, Ummuhan

    2012-01-01

    In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in…

  13. Goals, Data Use, and Instruction: The Effect of a Teacher Professional Development Program on Reading Achievement

    ERIC Educational Resources Information Center

    van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

    2016-01-01

    In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score…

  14. Variations in Reading Achievement across 14 Southern African School Systems: Which Factors Matter?

    ERIC Educational Resources Information Center

    Hungi, Njora; Thuku, Florence W.

    2010-01-01

    In this study the authors employed a multilevel analysis procedure in order to examine the pupil and school levels factors that contributed to variation in reading achievement among Grade 6 primary school pupils in 14 southern African school systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa,…

  15. Perceptions of Reading Achievement for Students in Grades 3-5 in a Title I School

    ERIC Educational Resources Information Center

    Gainous, Bridget Fabrienne

    2013-01-01

    The No Child Left Behind Act mandates that all elementary and secondary students achieve 100% proficiency in reading by 2014. Guided by constructivist theories of Dewey and Vygotsky, which hold that individuals learn through experiences and through social interactions with others, the purpose of this phenomenological study was to explore the…

  16. Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading

    ERIC Educational Resources Information Center

    Cameron, Claire E.; Grimm, Kevin J.; Steele, Joel S.; Castro-Schilo, Laura; Grissmer, David W.

    2015-01-01

    This study examined achievement trajectories in mathematics and reading from school entry through the end of middle school with linear and nonlinear growth curves in 2 large longitudinal data sets (National Longitudinal Study of Youth--Children and Young Adults and Early Childhood Longitudinal Study--Kindergarten Cohort [ECLS-K]). The S-shaped…

  17. EFFECTS OF AN INTENSIVE INSERVICE PROGRAM ON TEACHER'S CLASSROOM BEHAVIOR AND PUPIL READING ACHIEVEMENT.

    ERIC Educational Resources Information Center

    HEILMAN, ARTHUR W.

    AN INVESTIGATION WAS MADE TO GAUGE THE EFFECTS OF AN INTENSIVE, INSERVICE TRAINING PROGRAM ON TEACHERS' CLASSROOM BEHAVIOR AND READING ACHIEVEMENT OF PUPILS TAUGHT BY PARTICIPATING TEACHERS. A TOTAL OF 30 FIRST-GRADE TEACHERS VOLUNTEERED FOR PARTICIPATION. ONE-HALF OF THIS TOTAL WAS ASSIGNED TO AN EXPERIMENTAL GROUP, AND THE OTHER HALF TO A…

  18. Test-Retest Stability and Concurrent Validity of Two Reading Tests with a Drug-Abusing Population.

    ERIC Educational Resources Information Center

    Johnson, Mark E.; Fisher, Dennis G.; Rhodes, Fen; Booth, Robert

    1996-01-01

    The Wide Range Achievement Test-Revised and the Woodcock Reading Mastery Tests-Revised were administered twice to 269 current drug abusers over an average time interval of 204.2 days. Overall, the study demonstrates that the two instruments have strong psychometric properties and that results from current drug abusers are reliable. (SLD)

  19. A Twin and Adoption Study of Reading Achievement: Exploration of Shared-Environmental and Gene-Environment-Interaction Effects.

    PubMed

    Kirkpatrick, Robert M; Legrand, Lisa N; Iacono, William G; McGue, Matt

    2011-08-01

    Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4,886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9,430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene × environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed. PMID:21743785

  20. A Twin and Adoption Study of Reading Achievement: Exploration of Shared-Environmental and Gene-Environment-Interaction Effects

    PubMed Central

    Kirkpatrick, Robert M.; Legrand, Lisa N.; Iacono, William G.; McGue, Matt

    2011-01-01

    Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4,886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9,430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene × environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed. PMID:21743785

  1. "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…

  2. 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…

  3. GED Test Preparation: Practical Reading. Nutrition, Health, Recipes.

    ERIC Educational Resources Information Center

    Goodman, Deborah

    These instructional materials provide reading materials, recipes, and exercises to help students prepare for the practical reading section of the General Educational Development (GED) Tests. The passages can also help students learn and practice some important life skills in the areas of nutrition and food safety. Basic skill improvement is in…

  4. A Twin and Adoption Study of Reading Achievement: Exploration of Shared-Environmental and Gene-Environment-Interaction Effects

    ERIC Educational Resources Information Center

    Kirkpatrick, Robert M.; Legrand, Lisa N.; Iacono, William G.; McGue, Matt

    2011-01-01

    Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4886, including 266 reading-disabled probands), the present study replicates prior findings of…

  5. Idaho Region IV Fourth-Grade Teachers' Perceptions about the Educational Influence of Idaho State Achievement Standards and the Idaho State Achievement Tests

    ERIC Educational Resources Information Center

    Wiggins, Annette Marie

    2010-01-01

    The purpose of this study was to explore Idaho Region IV fourth-grade teachers' perceptions regarding the educational influence of Idaho State Achievement Standards and the Idaho Standards Achievement Tests (ISAT) in language usage, reading, and math. Differences between subgroups based on teacher/school demographics, specifically, teachers'…

  6. Standardized Testing: Measurement of Academic Achievement

    ERIC Educational Resources Information Center

    Weaver, Keshia

    2011-01-01

    Standardized testing has been a very important issue in education today. Many schools use the testing score to determine whether a child should continue to the next grade level. As we review the methods teachers use to prepare students for these types of tests, the amount of instruction time utilized to cover test materials, and the level of…

  7. The Relationship of the Nelson-Denny Reading Test to the Scholastic Aptitude Verbal Tests.

    ERIC Educational Resources Information Center

    Erwin, T. Dary; Millikin, J. Lee

    1980-01-01

    Scholastic Aptitude Test verbal, reading comprehension, and vocabulary scores are similar to the Nelson-Denny total, reading comprehension, and vocabulary scores. Correlation coefficients developed from these comparisons, when viewed as validity coefficients, are moderately high. (Author)

  8. New and updated tests of print exposure and reading abilities in college students

    PubMed Central

    Acheson, Daniel J.; Wells, Justine B.; MacDonald, Maryellen C.

    2010-01-01

    The relationship between print exposure and measures of reading skill was examined in college students (N = 99, 58 female; mean age = 20.3 years). Print exposure was measured with several new self-reports of reading and writing habits, as well as updated versions of the Author Recognition Test and the Magazine Recognition Test (Stanovich & West, 1989). Participants completed a sentence comprehension task with syntactically complex sentences, and reading times and comprehension accuracy were measured. An additional measure of reading skill was provided by participants’ scores on the verbal portions of the ACT, a standardized achievement test. Higher levels of print exposure were associated with higher sentence processing abilities and superior verbal ACT performance. The relative merits of different print exposure assessments are discussed. PMID:18411551

  9. Reading and School Achievement--Cognitive and Affective Influences; Selected Readings from the 8th Annual Spring Reading Conference at Rutgers University.

    ERIC Educational Resources Information Center

    Kling, Martin, Ed.

    This conference report contains the following papers: "Ability versus Knowledge in Testing Educational Achievement" and "Knowledge vs. Ability in Achievement Testing," by Robert L. Ebel; "A Four-Domain Taxonomy for Classifying Educational Tasks and Objectives," by Bruce W. Tuckman; "On the Social Psychology of the Self-Fulfilling Prophecy: Further…

  10. Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Therrien, William J.; Hughes, Charles; Kapelski, Cory; Mokhtari, Kouider

    2009-01-01

    Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning…

  11. The Learning Environment and the Reading Achievement of Middle School African American Male Students in a Suburban School Setting

    ERIC Educational Resources Information Center

    Frazier, Nicole Denise

    2012-01-01

    The reading achievement of African American males might be impacted by a host of variables. This study was undertaken to determine if there was a difference in the culturally responsive characteristics present in the learning environment of a middle school and the reading achievement of middle school African American males. The purpose of this…

  12. The Quality of Content Analyses of State Student Achievement Tests and Content Standards

    ERIC Educational Resources Information Center

    Porter, Andrew C.; Polikoff, Morgan S.; Zeidner, Tim; Smithson, John

    2008-01-01

    This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that…

  13. Processing Demands of Reading Comprehension Tests in Young Readers

    ERIC Educational Resources Information Center

    Kendeou, Panayiota; Papadopoulos, Timothy C.; Spanoudis, George

    2012-01-01

    In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…

  14. Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-Analysis

    ERIC Educational Resources Information Center

    Mayberry, Rachel I.; del Giudice, Alex A.; Lieberman, Amy M.

    2011-01-01

    The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found…

  15. The Effect of Music on the Reading Achievement of Grade 1 Students

    ERIC Educational Resources Information Center

    Walton, James P.

    2013-01-01

    The American public school curriculum has narrowed as a result of the No Child Left Behind Act of 2001. Music is being eliminated in public schools so more time and resources can be spent on "tested" subjects like reading and math. However, research has shown that both the intrinsic and extrinsic values of music may improve reading…

  16. The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students

    ERIC Educational Resources Information Center

    Ramirez, Sylvia Z.; Jain, Sachin; Flores-Torres, Leila L.; Perez, Roxanna; Carlson, Ralph

    2009-01-01

    This investigation evaluated the effects of cuento therapy (an intervention using Spanish-language tales) on children's self-esteem, affect, and reading test performance. The sample was composed of 58 third-grade Mexican-American students who were randomly assigned to the treatment and control groups. The results showed a mean self-esteem gain…

  17. Test Review: Hresko, W. P., Peak, P. K., Herron, S. R., & Bridges, D. L. (2000). "Young Children's Achievement Test." Austin, TX: PRO-ED

    ERIC Educational Resources Information Center

    Turner, Haley Crisp

    2006-01-01

    The Young Children's Achievement Test (YCAT; Hresko, Peak, Herron, & Bridges, 2000) is an individually administered achievement test designed to evaluate preschool, kindergarten, and first-grade children for risk of school failure. The test is comprised of five subtests specifically intended to assess general information, reading, mathematics,…

  18. Directory of Achievement Tests for Occupational Education.

    ERIC Educational Resources Information Center

    Boyd, Joseph L., Jr.; Shimberg, Benjamin

    This directory was compiled to assist vocational teachers and researchers in locating tests in various occupational fields. Test data was gathered from publishers, directors of vocational programs, union officials, and members of the American Vocational Association. Selection of the instruments depended on their availability and standardization,…

  19. Beyond Classroom Achievement: Standardized Turkish Tests.

    ERIC Educational Resources Information Center

    Basci, Pelin

    1999-01-01

    The goals, concerns, and issues addressed by a committee of the American Association of Teachers of Turkic Languages (AATT) in the process of developing a standardized Turkish language proficiency test at the college level are examined. The testing committee aimed at incorporating recent scholarship on second language acquisition, teaching…

  20. A Longitudinal Exploration of the Relationship between Oral Reading Fluency and Reading Comprehension Achievement among a Sample of Diverse Young Learners

    ERIC Educational Resources Information Center

    Acquavita, Teri L.

    2012-01-01

    Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many…

  1. Emergent Literacy Skills, Behavior Problems and Familial Antecedents of Reading Difficulties: A Follow-Up Study of Reading Achievement from Kindergarten to Fifth Grade

    ERIC Educational Resources Information Center

    Costa, Hugo Camara; Perdry, Herve; Soria, Carmen; Pulgar, Salome; Cusin, Francoise; Dellatolas, Georges

    2013-01-01

    This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of…

  2. 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…

  3. Conservation and Achievement Test Performance among Fifth-Graders.

    ERIC Educational Resources Information Center

    Silliphant, Virginia M.; Cox, David L.

    The relationship between conservation and achievement is examined on specific tests and test items on the Stanford Achievement Test Battery used in the elementary years. Specifically, performance on two tests (Word Meaning and Arithmetic Concepts) were analyzed according to subjects level of thinking (concrete or formal) for total score,…

  4. A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention

    PubMed Central

    Barth, Amy E.; Denton, Carolyn A.; Stuebing, Karla K.; Fletcher, Jack M.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon

    2013-01-01

    The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with “specific” reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties. PMID:20298639

  5. A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.

    PubMed

    Barth, Amy E; Denton, Carolyn A; Stuebing, Karla K; Fletcher, Jack M; Cirino, Paul T; Francis, David J; Vaughn, Sharon

    2010-05-01

    The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with "specific" reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties. PMID:20298639

  6. The "Nelson-Denny Test" in College Reading Programs.

    ERIC Educational Resources Information Center

    Clary, Linda Mixon

    Reviews of the Nelson-Denny Reading Test (N-D) for college students indicate that the test may not be appropriate for all college students. Although the N-D is easy to administer and score, some of its traits make it questionable for use in evaluating open admissions students: it is timed; it measures vocabulary, rate, and comprehension in a mere…

  7. ESL Reading Proficiency Assessment: Testing Strategies.

    ERIC Educational Resources Information Center

    Homburg, Taco Justus; Spaan, Mary C.

    Strategies used by English as second language readers to reconstruct an interrupted line of meaning were investigated using a cloze procedure in which selected words were replaced by nonsense words. The test was administered to 39 adults enrolled in intensive intermediate and advanced level English classes. The students were required to identify…

  8. Chinese College Test Takers' Individual Differences and Reading Test Performance: A Structural Equation Modeling Approach.

    PubMed

    Zhang, Limei

    2016-06-01

    This study reports on the relationships between test takers' individual differences and their performance on a reading comprehension test. A total of 518 Chinese college students (252 women and 256 men; M age = 19.26 year, SD = 0.98) answered a questionnaire and sit for a reading comprehension test. The study found that test takers' L2 language proficiency was closely linked to their test performance. Test takers' employment of strategies was significantly and positively associated with their performance on the test. Test takers' motivation was found to be significantly associated with reading test performance. Test anxiety was negatively related to their use of reading strategies and test performance. The results of the study lent support to the threshold hypothesis of language proficiency. The implications for classroom teaching were provided. PMID:27173665

  9. Language arts achievement level, attitude survey format, and adolescents' attitudes towards reading.

    PubMed

    Smith, L R; Ryan, B E

    1997-01-01

    The joint effects of student achievement level and attitude survey format upon attitudes toward reading were investigated. Sixth-grade students completed reading attitude surveys involving a standard Likert-type format or one involving pictures of the comic strip character, Garfield. The survey items were identical for both formats; only the presentation format was varied. There was no significant main effect on attitude responses due to achievement level, but the main effect due to survey format was significant, with the Likert-type format producing significantly higher attitude responses than the Garfield format. The interaction between achievement level and format also was significant, with above average students and average students giving higher attitude responses than did below average students when the Garfield format was used. When the Likert-type format was used, average students and below average students gave higher attitude responses than did above average students. The results imply that attitude responses of adolescents can be manipulated by varying the format of the survey. PMID:9179323

  10. Effects of Prekindergarten Attendance on Boys' and Girls' Standardized Reading Achievement Scores in Third and Fifth Grade

    ERIC Educational Resources Information Center

    Sugra, Jennifer L.

    2013-01-01

    The purpose of this quantitative study was to investigate the effect of prekindergarten attendance on boys' and girls' standardized reading achievement scores in third and fifth grade. The thrust for more emphasis on increased information regarding the impact that prekindergarten has on standardized test results, both short-term and…

  11. The Role of Word Decoding, Vocabulary Knowledge and Meta-Cognitive Knowledge in Monolingual and Bilingual Low-Achieving Adolescents' Reading Comprehension

    ERIC Educational Resources Information Center

    van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos; van Schooten, Erik

    2016-01-01

    In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328…

  12. An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

    ERIC Educational Resources Information Center

    Romance, Nancy R.; Vitale, Michael R.

    2011-01-01

    The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…

  13. Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Summary. Issues & Answers. REL 2009-No. 073

    ERIC Educational Resources Information Center

    Nelson, Steven; Greenough, Richard; Sage, Nicole

    2009-01-01

    This document presents a summary of a larger report that focuses on student proficiency reading and math from 2003-04 to 2006-07. The report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and…

  14. Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073

    ERIC Educational Resources Information Center

    Nelson, Steven; Greenough, Richard; Sage, Nicole

    2009-01-01

    Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by…

  15. A Scale for Evaluating Standardized Reading Tests, with Results for Nelson-Denny, Iowa, and Stanford.

    ERIC Educational Resources Information Center

    Webb, Melvin W., II

    1983-01-01

    Uses a scale to analyze three tests used for assessing community college students' reading levels: The Stanford Diagnostic Reading Test (SDRT), the Nelson-Denny Reading Test (NDRT), and the Iowa Silent Reading Tests (ISRT). Judges the ISRT to be the best and the NDRT to be unacceptable according to the criteria of the scale. (FL)

  16. Gender Differences, Especially on Fifty College Board Achievement Tests.

    ERIC Educational Resources Information Center

    Stanley, Julian C.; Stumpf, Heinrich

    In a follow-up to findings published by H. Stumpf and J. Stanley (1996), the gender-related differences in enrollment in and scores on the College Board Achievement (SAT II) and Advanced Placement (AP) tests were studied. Differences in scores turned out to be rather stable from 1982 (for the Achievement tests) and 1984 (for the AP tests) through…

  17. Back to the Basics: In Defense of Achievement (and Achievement Tests) in College Admissions

    ERIC Educational Resources Information Center

    Geiser, Saul

    2009-01-01

    In this article, the author describes the growth and acceptance of achievement tests, such as the Scholastic Aptitude Test (SAT), over the past century, advocating that many SAT claims of equity, uniformity, technical reliability, and prediction, over traditional measures of academic achievement have been found to be illusory. Summarizing a series…

  18. Design of a reading test for low vision image warping

    NASA Technical Reports Server (NTRS)

    Loshin, David S.; Wensveen, Janice; Juday, Richard D.; Barton, R. S.

    1993-01-01

    NASA and the University of Houston College of Optometry are examining the efficacy of image warping as a possible prosthesis for at least two forms of low vision - maculopathy and retinitis pigmentosa. Before incurring the expense of reducing the concept to practice, one would wish to have confidence that a worthwhile improvement in visual function would result. NASA's Programmable Remapper (PR) can warp an input image onto arbitrary geometric coordinate systems at full video rate, and it has recently been upgraded to accept computer-generated video text. We have integrated the Remapper with an SRI eye tracker to simulate visual malfunction in normal observers. A reading performance test has been developed to determine if the proposed warpings yield an increase in visual function; i.e., reading speed. We will describe the preliminary experimental results of this reading test with a simulated central field defect with and without remapped images.

  19. The Effect of Cognitive Learning Style-Based Reading Program on the Achievement of Jordanian Freshmen English Majors

    ERIC Educational Resources Information Center

    Al-Hajaya, Nail; Al-Khresheh, Taisir

    2012-01-01

    The purpose of this study was to investigate cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. The subjects of the study consisted of 104 freshmen English majors enrolled for Reading Skills 1 in Tafila Technical University in Jordan in the fall semester 2007/2008. Students' learning styles,…

  20. Determinants of Reading Achievement of Immigrant Adolescents: The Role of Demographic and Psycho-Cultural Factors in School Adaptation.

    ERIC Educational Resources Information Center

    Portes, Pedro R.; Zady, Madelon F.

    Following a previous study's finding that demographic and psychosocial factors mediated the effect of ethnicity in predicting standardized reading performance, this study examined the effects of these predictors on immigrant adolescents' reading achievement. It investigated the extent to which Asian-origin and Spanish-speaking groups differed in…

  1. 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…

  2. Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults with Reading Difficulties

    ERIC Educational Resources Information Center

    Stack-Cutler, Holly L.; Parrila, Rauno K.; Torppa, Minna

    2015-01-01

    We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were recent graduates responded to…

  3. Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2012-01-01

    The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…

  4. Effects of Class Size on Reading Achievement in Grades 1-3 in the Madison Metropolitan School District (1974-1976).

    ERIC Educational Resources Information Center

    Madison Public Schools, WI.

    A study was conducted to determine the effects of class size on the reading achievement of 517 representative Madison (Wisconsin) students in a three year longitudinal sample. Data included reading achievement, IQ, attitudes toward reading, parents' and teachers' ratings of student interest in reading, sex, age, socioeconomic status, and average…

  5. The Reading Proficiency Interview (RPI): A Rapid Response Test Development Model for Assessing Reading Proficiency on the ILR Scale

    ERIC Educational Resources Information Center

    Kennedy, Lauren; Stansfeld, Charles W.

    2010-01-01

    The Reading Proficiency Interview (RPI) is a new reading proficiency test format that was created in response to the US government's need to rapidly produce a cost effective and credible reading proficiency assessment format for small-population languages. The RPI was developed in response to a requirement by the National Language Service Corps…

  6. A Parent's Guide to Standardized Aptitude and Achievement Testing.

    ERIC Educational Resources Information Center

    National School Public Relations Association, Arlington, VA.

    Basic test terminology is explained for parents of school children. Terms which are defined include aptitude, achievement, criterion referenced tests, norm referenced tests, and intelligence quotient. Brief discussions of the advantages and limitations of tests are included. Testing is seen as providing valuable information to the school, students…

  7. Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

    ERIC Educational Resources Information Center

    Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, Chi-Keung; Hinz, Elizabeth; Masten, Ann S.

    2012-01-01

    This investigation tested the importance of early academic achievement for later achievement trajectories among 18,011 students grouped by level of socioeconomic risk. Students considered to be at highest risk were those who experienced homelessness or high residential mobility (HHM). HHM students were compared with students eligible for free…

  8. A Study of the Construct Validity of Six Vocational Achievement Tests in the Ohio Vocational Education Achievement Test Program.

    ERIC Educational Resources Information Center

    Hines, Constance V.; And Others

    A study examined the construct validity of six vocational achievement tests used in the Ohio Vocational Achievement Testing Program. (Subject areas covered in the tests were agricultural mechanics, carpentry, diesel mechanics, distributive education for food services personnel, fabric services, and home economics/food service.) In order to…

  9. Detecting Different Types of Reading Difficulties: A Comparison of Tests

    ERIC Educational Resources Information Center

    Moore, Danielle M.; Porter, Melanie A.; Kohnen, Saskia; Castles, Anne

    2012-01-01

    The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2)…

  10. On the Factor Structure of a Reading Comprehension Test

    ERIC Educational Resources Information Center

    Salehi, Mohammad

    2011-01-01

    To investigate the construct validly of a section of a high stakes test, an exploratory factor analysis using principal components analysis was employed. The rotation used was varimax with the suppression level of 0.30. Eleven factors were extracted out of 35 reading comprehension items. The fact that these factors emerged speak to the construct…

  11. The Impact of Differentiated Reading Homework Assignments on Students' Attitudes toward Homework, Motivation to Read, Interest in Reading, and Reading Achievement

    ERIC Educational Resources Information Center

    Hickerson, Danielle

    2012-01-01

    Previous research has indicated that there is no relationship between traditional homework completion and academic achievement among elementary grade students. Yet, elementary school teachers continue to utilize this practice. The purpose of this quantitative study was to investigate the relationship between nontraditional, differentiated reading…

  12. 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…

  13. 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…

  14. Impacts of a Reading Recovery Intervention on the Reading Achievement of Low-Income Students on a Standardized Examination

    ERIC Educational Resources Information Center

    Gardner, Crystal Dannette

    2010-01-01

    Over the past two decades numerous studies have been done on the reading behavior of students from a content perspective as well as a program perspective (Deshler, 2001). However, very little research has been done on the retention of knowledge gained during reading interventions put in place to rectify situations in which students have not met…

  15. Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica R.; Lundblom, Erin; Crowe, Elizabeth C.; Fishman, Barry

    2011-01-01

    Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long-term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are Child Characteristic x Instruction (CXI) interactions. Here we…

  16. Revisiting the association between reading achievement and antisocial behavior: new evidence of an environmental explanation from a twin study.

    PubMed

    Trzesniewski, Kali H; Moffitt, Terrie E; Caspi, Avshalom; Taylor, Alan; Maughan, Barbara

    2006-01-01

    Previous studies have reported, but not explained, the reason for a robust association between reading achievement and antisocial behavior. This association was investigated using the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative 1994-1995 birth cohort of 5- and 7-year-olds. Results showed that the association resulted primarily from environmental factors common to both reading and antisocial behavior and was stronger in boys. Environmental factors also explained the relation between reading disability and conduct disorder. Leading candidate environmental risk factors weakly mediated the association. For boys the best explanation was a reciprocal causation model: poor reading led to antisocial behavior, and vice versa. In contrast, the relation between reading achievement and attention deficit hyperactivity disorder was best explained by common genetic influences. PMID:16460526

  17. Reading Achievement in Boys With Non-Syndromic Cleft Palate Only: Relationship to Neuropsychological Skill and Neurocircuitry.

    PubMed

    Conrad, Amy L; Richman, Lynn; Nopoulos, Peggy

    2015-01-01

    Reading achievement and neural activation during a reading task were evaluated among boys with isolated cleft palate only (iCP) in comparison to unaffected controls. Ten boys with iCP and 10 unaffected boys between the ages of 8 and 16 years old were assessed. Standardized assessments of intelligence and reading achievement were administered and participants underwent a block-design functional magnetic resonance imaging protocol using non-word rhyming and judgment of line tasks. Among the 10 boys with iCP, reading fluency correlated with phonological awareness and visual memory. Neural activation was increased in regions of the brain associated with a non-fluent/dyslexic reading pattern. PMID:26934420

  18. Should Achievement Tests Be Used To Judge School Quality?

    ERIC Educational Resources Information Center

    Bauer, Scott C.

    A study was conducted to provide empirical evidence to answer the question of whether student scores on standardized achievement tests represent reasonable measures of instructional quality. Using a research protocol designed by W. Popham and the local study directors, individual test items from a nationally marketed standardized achievement test…

  19. Arizona Pupil Achievement Testing Statewide Report, June 1988 [and] Appendix.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Education, Phoenix.

    1988 is the eighth year of the Arizona Pupil Achievement Testing Program which is administered to fulfill the requirements of Arizona Revised Statutes Section 15-741 through Section 15-744. This legislation mandates that a nationally standardized norm-referenced achievement test be administered during April to all pupils enrolled in Arizona public…

  20. Long-Term Learning, Achievement Tests, and Learner Centered Instruction

    ERIC Educational Resources Information Center

    Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

    2008-01-01

    The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…

  1. Sizing Up Candidates for a New Achievement Test.

    ERIC Educational Resources Information Center

    Ligon, Glynn; Wilkinson, David

    Inspired by four recent decisions to change achievement tests used in the Austin Independent School District, the separate forms used and procedures followed have been combined into a systematic approach intended for use in future achievement test selections. A rating scale (Attachment 1) was developed to expedite a systematic comparison among…

  2. Performance Assessment of High and Low Income Families through "Online RAW Achievement Battery Test" of Primary Grade Students

    ERIC Educational Resources Information Center

    Ahmed, Tamim; Hanif, Maria

    2016-01-01

    This study is intended to investigate student's achievement capability among two families i.e. Low and High income families and designed for primary level learners. A Reading, Arithmetic and Writing (RAW) Achievement test that was developed as a part of another research study (Tamim Ahmed Khan, 2015) was adopted for this study. Both English medium…

  3. Predicting reading comprehension academic achievement in late adolescents with velo-cardio-facial (22q11.2 deletion) syndrome (VCFS): A longitudinal study

    PubMed Central

    Antshel, Kevin M.; Hier, Bridget O.; Fremont, Wanda; Faraone, Stephen V.; Kates, Wendy R.

    2015-01-01

    Background The primary objective of the current study was to examine the childhood predictors of adolescent reading comprehension in velo-cardio-facial syndrome (VCFS). Although much research has focused on mathematics skills among individuals with VCFS, no studies have examined predictors of reading comprehension. Methods 69 late adolescents with VCFS , 23 siblings of youth with VCFS and 30 community controls participated in a longitudinal research project and had repeat neuropsychological test batteries and psychiatric evaluations every 3 years. The Wechsler Individual Achievement Test – 2nd edition (WIAT-II) Reading Comprehension subtest served as our primary outcome variable. Results Consistent with previous research, children and adolescents with VCFS had mean reading comprehension scores on the WIAT-II which were approximately two standard deviations below the mean and word reading scores approximately one standard deviation below the mean. A more novel finding is that relative to both control groups, individuals with VCFS demonstrated a longitudinal decline in reading comprehension abilities yet a slight increase in word reading abilities. In the combined control sample, WISC-III FSIQ, WIAT-II Word Reading, WISC-III Vocabulary and CVLT-C List A Trial 1 accounted for 75% of the variance in Time 3 WIAT-II Reading Comprehension scores. In the VCFS sample, WISC-III FSIQ, BASC-Teacher Aggression, CVLT-C Intrusions, Tower of London, Visual Span Backwards, WCST non-perseverative errors, WIAT-II Word Reading and WISC-III Freedom from Distractibility index accounted for 85% of the variance in Time 3 WIAT-II Reading Comprehension scores. A principal component analysis with promax rotation computed on the statistically significant Time 1 predictor variables in the VCFS sample resulted in three factors: Word reading decoding / Interference control, Self-Control / Self-Monitoring and Working Memory. Conclusions Childhood predictors of late adolescent reading

  4. Children's Reading Achievement as a Function of Varying Specificity of Purpose Setting Directions.

    ERIC Educational Resources Information Center

    Jones, Margaret B.

    This study was designed to confirm the hypothesis that objectives which focused on items of information best facilitated reading retention among a population of elementary school children while controlling for the children's reading level rather than for the "density" of the reading passage. Two 550-word reading passages taken from "Life in the…

  5. Testing Accommodations for ELL Students on an Achievement Test Battery

    ERIC Educational Resources Information Center

    Dockery, Lori Lee

    2013-01-01

    How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to…

  6. 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

  7. Performance of Elementary-Grade African American Students on the Gray Oral Reading Tests

    ERIC Educational Resources Information Center

    Craig, Holly K.; Thompson, Connie A.; Washington, Julie A.; Potter, Stephanie L.

    2004-01-01

    Purpose: African American students perform disproportionately more poorly on standardized reading assessments than their majority peers. Poor reading performances may be related to test biases inherent in standardized reading instruments. The purpose of this investigation was to examine the appropriateness of the Gray Oral Reading Tests-Third…

  8. How university students with reading difficulties are supported in achieving their goals.

    PubMed

    Stack-Cutler, Holly L; Parrila, Rauno K; Jokisaari, Markku; Nurmi, Jari-Erik

    2015-01-01

    We examine (a) what social ties university students with a history of reading difficulty (RD) report assisting them to achieve their goals, (b) outlets available for developing social ties, (c) resources mobilized within these relationships, and (d) the impact of social ties' status on academic achievement. Participants were 107 university students with RD who were currently completing or had recently completed a university degree. Results showed that university students with RD named friends, parents, and significant others (e.g., boy/girlfriend, spouse) as social ties most often. Personal social ties were developed through social media networking sites and within close relationships, and institutional social ties through academic centers and university general services, among others. Resources mobilized among personal and institutional social ties included emotional and social support, advice and planning, writing and studying help, and goal setting. Institutional social ties also afforded job search assistance, accommodations, skill development, financial support, and mental health services. Finally, the status of employed, but not student, social ties explained academic achievement. PMID:24127482

  9. Does breastfeeding contribute to the racial gap in reading and math test scores?

    PubMed Central

    Peters, Kristen E.; Huang, Jin; Vaughn, Michael G.; Witko, Christopher

    2013-01-01

    Purpose The aim of this study was to examine the impact of divergent breastfeeding practices between Caucasian and African American mothers on the lingering achievement test gap between Caucasian and African American children. Methods The Child Development Supplement of the Panel Study of Income Dynamics, beginning in 1997, followed a cohort of 3563 children aged 0–12 years. Reading and math test scores from 2002 for 1928 children were linked with breastfeeding history. Regression analysis was used to examine associations between ever having been breastfed and duration of breastfeeding and test scores, controlling for characteristics of child, mother, and household. Results African American students scored significantly lower than Caucasian children by 10.6 and 10.9 points on reading and math tests, respectively. After accounting for the impact of having been breastfed during infancy, the racial test gap decreased by 17% for reading scores and 9% for math scores. Conclusions Study findings indicate that breastfeeding explains 17% and 9% of the observed gaps in reading and math scores, respectively, between African Americans and Caucasians, an effect larger than most recent educational policy interventions. Renewed efforts around policies and clinical practices that promote and remove barriers for African American mothers to breastfeed should be implemented. PMID:23880156

  10. An Analysis of the Impact of Title I on Reading and Math Achievement of Elementary School Aged Children. Revised.

    ERIC Educational Resources Information Center

    Myers, David E.

    This report presents the findings of a study that examined the impact of compensatory education services on children's academic achievement in grades 1 to 6. Examination of data from the 1976-79 Sustaining Effects Study of Title I revealed the following major conclusions: (1) small positive gains in reading achievement are related to participation…

  11. A Comparison of Two Bilingual Programs on Student Reading Achievement in a Public Elementary School in Texas

    ERIC Educational Resources Information Center

    Wages, Michele M.

    2013-01-01

    This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample…

  12. A Multilevel Analysis of Asian Immigrant Children's Reading Achievement in the Early Years: Evidence from the ECLS-K Data

    ERIC Educational Resources Information Center

    Li, Guofang; Yang, Lihong

    2015-01-01

    This study investigates 1.5 generation Asian immigrant children's (n = 264) early literacy achievement patterns, treating them as a heterogeneous group. Specifically, the within-group variances in reading achievement from kindergarten to third grade are examined, drawing on four waves of data from the ECLS-K class of 1998-1999. Our analysis shows…

  13. Test-Taking Strategies of High and Low Mathematics Achievers

    ERIC Educational Resources Information Center

    Hong, Eunsook; Sas, Maggie; Sas, John C.

    2006-01-01

    The authors explored test-preparation and test-taking strategies that high school students used in algebra tests. From a pool of high school students (N = 156), 61 students participated in interviews, and of those interviewed, 26 represented those who were high achieving as well as highly interested in mathematics (n = 15) vs. those who were low…

  14. The Defense Language Institute Foreign Language Center Achievement Test Program.

    ERIC Educational Resources Information Center

    Henderson, Robert G.

    This article describes the organization, functions, and components of the Defense Language Institute. The test division is responsible for aptitude, achievement, and proficiency tests and for test development in a variety of resident and non-resident programs. The progress that has been made over a 10-year period is also described and special…

  15. Relationship between Reading Proficiency, Strategic Competence, and Reading Comprehension Test Performance: A Study of Iranian EFL Learners

    ERIC Educational Resources Information Center

    Ghafournia, Narjes; Afghari, Akbar

    2013-01-01

    The study scrutinized the interaction between reading proficiency and strategic competence via reading comprehension test performance of Iranian EFL learners. The further concern was to scrutinize the extent to which strategic competence affected the participants' test performance. The participants were 506 postgraduate students who took a reading…

  16. State Test Score Trends through 2008-09, Part 5: Progress Lags in High School, Especially for Advanced Achievers

    ERIC Educational Resources Information Center

    McMurrer, Jennifer; Kober, Nancy

    2011-01-01

    This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade…

  17. The Validity of Reading Comprehension Test Scores: Evidence of Generalizability across Different Test Administration Conditions.

    ERIC Educational Resources Information Center

    Bishop, N. Scott

    This study examined the effects of different test administration conditions on reading comprehension test scores. Evidence of performance differences across district testing conditions might imply that the meanings and interpretations associated with the corresponding test scores have limited generalizability (i.e., knowing how well one reads…

  18. Reading Reform and the Role of Policy, Practice and Instructional Leadership on Reading Achievement: A Case Study of Grissom Elementary School

    ERIC Educational Resources Information Center

    Morrison, Faith Andrea

    2012-01-01

    The purpose of this study was to explore whether William Deming's 8 Step Model would increase reading achievement in 3rd grade students. The study investigated how well the process based plan-do-check-act model when used as a treatment with fidelity, coupled with the principal as instructional leader would result in success in the age of…

  19. Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

    PubMed

    Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

    2012-01-01

    The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures. PMID:22183193

  20. Modeling Local Item Dependence in Cloze and Reading Comprehension Test Items Using Testlet Response Theory

    ERIC Educational Resources Information Center

    Baghaei, Purya; Ravand, Hamdollah

    2016-01-01

    In this study the magnitudes of local dependence generated by cloze test items and reading comprehension items were compared and their impact on parameter estimates and test precision was investigated. An advanced English as a foreign language reading comprehension test containing three reading passages and a cloze test was analyzed with a…

  1. The Luria-Nebraska Neuropsychological Battery and the Peabody Individual Achievement Test: a correlational analysis.

    PubMed

    Gillin, R W; Ginn, C E; Strider, M A; Kreuch, T; Golden, C J

    1983-10-01

    A group of 100 neurological, psychiatric, and normal subjects were administered both the Luria-Nebraska Neuropsychological Battery and the Peabody Individual Achievement Test. Correlations between LNNB subtests that tap skills necessary for academic achievement (Reading, Writing, Intellectual Processes, Arithmetic) and corresponding PIAT subtests were high. Correlations between LNNB Localization scales and PIAT scores were also high, with the left Parietal-Occipital Scale showing the highest correlation. Multiple regression analyses generated prediction equations for each PIAT subtest using the LNNB clinical scales. PMID:6671872

  2. New Empirical Evidence on the Effect of Educational Tracking on Social Inequalities in Reading Achievement

    ERIC Educational Resources Information Center

    Lavrijsen, Jeroen; Nicaise, Ides

    2015-01-01

    One of the major imperatives behind the comprehensivisation of secondary education was the belief that postponing the age at which students are tracked in different educational routes would mitigate the effect of social background on educational outcomes. Comparative investigations of large-scale international student achievement tests in…

  3. A Comparison of Computer-Based and Multisensory Interventions on At-Risk Students' Reading Achievement

    ERIC Educational Resources Information Center

    Reed, Marissa S.

    2013-01-01

    Over thirty years of extant literature exists regarding reading instruction, yet consensus in the field continues to diverge in the area of reading intervention. Despite the establishment of research-based programs in all five areas of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), educators continue to…

  4. The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

    ERIC Educational Resources Information Center

    Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu

    2011-01-01

    This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools.…

  5. The Relationships among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement of High School Students

    ERIC Educational Resources Information Center

    Hong-Nam, Kay; Leavell, Alexandra G.; Maher, Sheila

    2014-01-01

    The metacognitive awareness and reading strategy use of high school students enrolled in two high schools were investigated. The correlations between reading scores and strategy use were examined as well as the variation in strategy use by self-rated reading proficiency and academic grades. The factor analysis revealed four factors on the…

  6. Teacher Judgment of Reading Achievement: Cross-Sectional and Longitudinal Perspective

    ERIC Educational Resources Information Center

    Valdez, Alfred

    2013-01-01

    Analyses were conducted, using the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K) database, to compare teachers' judgment of reading skill with direct measures of reading performance for kindergarten, first grade, and third grade students. Teacher judgments of kindergarten students' reading skill significantly predicted first and…

  7. The Impact of Electronic Educational Technology on Ninth Grade At-Risk Reading Students: A Quantitative Investigation of Reading Achievement

    ERIC Educational Resources Information Center

    Harris, Darcel

    2010-01-01

    Over 50% of American public school students read below average literacy levels. Recent research suggests that oral and print-based high school curriculum instruction require an infusion of electronic educational technology (EET), such as computer programs, online instruction, electronic thesaurus, and other devices, to better serve student need…

  8. Lessons in Learning: Why Boys Don't Like to Read--Gender Differences in Reading Achievement

    ERIC Educational Resources Information Center

    Canadian Council on Learning, 2009

    2009-01-01

    The latest reading assessment results of the Pan-Canadian Assessment Program (PCAP-13) reveal that the majority (88%) of Canadian 13-year-olds perform at or above the expected level of proficiency. These results also reveal a persistent literacy gap between boys and girls: with the Canadian average set at 500, girls outscore boys by 23 points (see…

  9. Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?

    ERIC Educational Resources Information Center

    Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D.

    2015-01-01

    This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…

  10. 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…

  11. The Reading Achievement of Primary Age Pupils Using the Wisconsin Design for Reading Skill Development: A Comparative Study.

    ERIC Educational Resources Information Center

    Quilling, Mary R.

    Prepared by the Wisconsin Research and Development Center for Cognitive Growth, the Wisconsin Design for Reading Skill Development (Design) contains several components. The field study evaluation of the Word Attack element in terms of attainment of objectives is reported in this conference paper. All children in grades 1 to 3 of two Wisconsin…

  12. Effectiveness of Music Education for the Improvement of Reading Skills and Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial

    PubMed Central

    Cogo-Moreira, Hugo; de Ávila, Clara Regina Brandão; Ploubidis, George B.; Mari, Jair de Jesus

    2013-01-01

    Introduction Difficulties in word-level reading skills are prevalent in Brazilian schools and may deter children from gaining the knowledge obtained through reading and academic achievement. Music education has emerged as a potential method to improve reading skills because due to a common neurobiological substratum. Objective To evaluate the effectiveness of music education for the improvement of reading skills and academic achievement among children (eight to 10 years of age) with reading difficulties. Method 235 children with reading difficulties in 10 schools participated in a five-month, randomized clinical trial in cluster (RCT) in an impoverished zone within the city of São Paulo to test the effects of music education intervention while assessing reading skills and academic achievement during the school year. Five schools were chosen randomly to incorporate music classes (n = 114), and five served as controls (n = 121). Two different methods of analysis were used to evaluate the effectiveness of the intervention: The standard method was intention-to-treat (ITT), and the other was the Complier Average Causal Effect (CACE) estimation method, which took compliance status into account. Results The ITT analyses were not very promising; only one marginal effect existed for the rate of correct real words read per minute. Indeed, considering ITT, improvements were observed in the secondary outcomes (slope of Portuguese = 0.21 [p<0.001] and slope of math = 0.25 [p<0.001]). As for CACE estimation (i.e., complier children versus non-complier children), more promising effects were observed in terms of the rate of correct words read per minute [β = 13.98, p<0.001] and phonological awareness [β = 19.72, p<0.001] as well as secondary outcomes (academic achievement in Portuguese [β = 0.77, p<0.0001] and math [β = 0.49, p<0.001] throughout the school year). Conclusion The results may be seen as promising, but they are not, in themselves

  13. Test of the definition of learning disability based on the difference between IQ and achievement.

    PubMed

    Mayes, Susan Dickerson; Calhoun, Susan L

    2005-08-01

    A learning disability is commonly defined as a discrepancy between IQ and achievement. This has been criticized for identifying too many children as having a learning disability who have high IQs and average academic achievement. Such overidentification as actually occurred was assessed in 473 referred children (8-16 years, M= 10, SD=2) with normal intelligence. Learning disability was defined as a significant discrepancy (p<.05) between predicted and obtained achievement in reading, mathematics, or written expression on the Wechsler Individual Achievement Test. Predicted achievement was based on the child's WISC-III Full Scale IQ. Overidentification was considered to occur when a child scored at or above age level in reading, mathematics, and writing but still had a significant discrepancy between predicted and obtained achievement by virtue of a high IQ. Learning disability was diagnosed in 312 (66%) of the children. There was no overidentification because all children had one or more WIAT scores below the normative level for their age, i.e., < 100. Further, only 7% of the children were identified with a learning disability based on a WIAT score in the 90s. These children had a mean IQ of 123 and were rated by their teachers and parents as having learning problems. PMID:16279312

  14. 7 CFR 28.603 - Procedures for air flow tests of micronaire reading.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 2 2011-01-01 2011-01-01 false Procedures for air flow tests of micronaire reading... micronaire reading. In determining in terms of micronaire readings, the fiber fineness and maturity, in... cotton in terms of micronaire reading on the curvilinear scale adopted in September 1950 by...

  15. 7 CFR 28.603 - Procedures for air flow tests of micronaire reading.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 2 2010-01-01 2010-01-01 false Procedures for air flow tests of micronaire reading... micronaire reading. In determining in terms of micronaire readings, the fiber fineness and maturity, in... cotton in terms of micronaire reading on the curvilinear scale adopted in September 1950 by...

  16. The Application of Item Analysis to Classroom Achievement Tests.

    ERIC Educational Resources Information Center

    Kolstad, Rosemarie K.; And Others

    1984-01-01

    Provides guidelines for teachers writing machine-scored examinations. Explains the use of item analysis (discrimination index) to single test items that should be improved or eliminated. Discusses validity and reliability of classroom achievement tests in contrast to norm-referenced examinations. (JHZ)

  17. The Right Achievement Test Makes Sense of Your Curriculum Development.

    ERIC Educational Resources Information Center

    Milligan, Wayne

    This paper describes the experiences of the Ector County Independent School District (Odessa, Texas) in selecting published achievement test to determine the effectiveness of a newly established curriculum. A task force of 24 faculty and staff met for three months. During this time they reviewed the district's philosophy of testing, developed new…

  18. Effort Analysis: Individual Score Validation of Achievement Test Data

    ERIC Educational Resources Information Center

    Wise, Steven L.

    2015-01-01

    Whenever the purpose of measurement is to inform an inference about a student's achievement level, it is important that we be able to trust that the student's test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student's test event is not unduly influenced by construct-irrelevant factors…

  19. Problems and Issues in Translating International Educational Achievement Tests

    ERIC Educational Resources Information Center

    Arffman, Inga

    2013-01-01

    The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the…

  20. How Do We Balance Test Anxiety and Achievement?

    ERIC Educational Resources Information Center

    Berliner, David; Casanova, Ursula

    1988-01-01

    A study of German fifth graders correlates high levels of test anxiety with decreased student achievement. To minimize this effect, teachers must foster a balance between efficient use of class time with attention to student needs. Suggestions on how to create a learning, rather than a testing, environment are given. (JL)

  1. The Relationship between College Performance and Basic Skills Assessment Using SAT Scores, the Nelson Denny Reading Test, and Degrees of Reading Power.

    ERIC Educational Resources Information Center

    King, Bruce W.; And Others

    1994-01-01

    Describes a study of basic skills testing in mathematics and reading. Examines the relationships between mathematics course performance and class standing, gender, age, transfer status, and math Scholastic Assessment Tests (SAT) scores; and reading course performance and verbal SAT, Nelson Denny Reading Test, and Degrees of Reading Power Test…

  2. Reading.

    ERIC Educational Resources Information Center

    Mulford, Jeremy, Ed.

    1971-01-01

    A collection of articles reflecting the underlying concern of British contributors with continuity--conceiving reading and learning as a whole throughout the school years--comprises this special issue of "English in Education." Specific topics treated are: "What Children Learn in Learning to Read" by R. Morris; "Reading without Primers" by W.…

  3. The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test.

    ERIC Educational Resources Information Center

    Watson, G.; And Others

    1990-01-01

    The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

  4. Beyond Passage Dependency: A Closer Look at What Reading Comprehension Tests Measure.

    ERIC Educational Resources Information Center

    Prentice, Walter C.; Peterson Joe

    Standardized reading tests exert a great influence on curriculum materials, teaching methods, and student perceptions of the nature of reading; these tests must reflect the best recent research findings. Passage dependency research has attempted to increase the accuracy of reading tests, and has focused on the following four areas: (1) reading…

  5. Importance of a critical reading of neuropsychological testing.

    PubMed

    Chiappedi, M; Baschenis, I M C; Dolci, R; Bejor, M

    2011-06-01

    Neuropsychological testing has become an important part of the diagnostic tools available to assess children's functioning. Tests are routinely use to establish diagnosis, measure patient's impairment and drive rehabilitation. The authors present the clinical case of a eight-year-old girl, sent to our Child Neuropsychiatry and Rehabilitation Unit for a suspected Specific Learning Disorder. Peculiar findings regarding attention and reading ability became evident during the initial evaluation; a mistaken diagnosis of dyslexia was avoided by carefully examining her global functioning (in particular sight, as she suffered from hyperopia but more importantly she had an insufficient control of vertical saccadic movements) and the strategies she used during testing. This constitutes a good example of the need to take into consideration the patient as a whole during any assessment, including neuropsychological testing. PMID:21654605

  6. Description and Validation of a Test to Evaluate Sustained Silent Reading

    PubMed Central

    Ramulu, Pradeep Y.; Swenor, Bonnielin K.; Jefferys, Joan L.; Rubin, Gary S.

    2013-01-01

    Purpose. To construct and validate a test of sustained silent reading. Methods. Standardized 7300 and 7600 word passages were written to evaluate sustained silent reading. Two hundred forty subjects validated whether comprehension questions could discriminate subjects who did and did not read the passage. To evaluate test–retest properties, 49 subjects silently read the standardized passages on separate days. Sixty glaucoma suspect controls and 64 glaucoma subjects had their out loud reading evaluated with the MNRead card and an International Reading Speed Texts (IReST) passage, and their silent reading measured using the 7300 word passage. Sustained silent reading parameters included reading speed and reading speed slope over time. Results. Comprehension questions distinguished individuals who had and had not read passage materials. Bland-Altman analyses of intersession sustained reading speed and reading speed slope demonstrated 95% coefficients of repeatability of 57 words per minute (wpm) and 2.76 wpm/minute. Sustained silent reading speed was less correlated with MNRead (r = 0.59) or IReST passage (r = 0.68) reading speeds than the correlation of these two measures of out loud reading speed with each other (r = 0.72). Sustained silent reading speed was more likely to differ from IReST reading speed by more than 50% in rapid silent readers (odds ratio [OR] = 29, 95% confidence interval [CI] = 10–87), and comparisons of sustained and out loud reading speeds demonstrated proportional error in Bland-Altman analyses. Conclusions. Tests of out loud reading do not accurately reflect silent reading speed in individuals with normal vision or glaucoma. The described test offers a standardized way to evaluate the impact of eye disease and/or visual rehabilitation on sustained silent reading. PMID:23258146

  7. Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests.

    PubMed

    McKoon, Gail; Ratcliff, Roger

    2016-01-01

    Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. PMID:26550803

  8. Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory

    ERIC Educational Resources Information Center

    Halvari, Hallgeir; Skjesol, Knut; Bagoien, Tor Egil

    2011-01-01

    The present research tested the longitudinal relations over a school-year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students' mastery goals measured early in the…

  9. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  10. Alternatives to Traditional Testing in ESL Reading Classes.

    ERIC Educational Resources Information Center

    Groff, Charlotte

    Alternatives to traditional testing techniques are proposed for use in the adult English as a second language classroom. It is argued that traditional testing does not place responsibility for achievement on the learner as is appropriate with adult students. The suggested alternative methods are: the language experience approach, sustained silent…

  11. C-Test vs. Multiple-Choice Cloze Test as Tests of Reading Comprehension in Iranian EFL Context: Learners' Perspective

    ERIC Educational Resources Information Center

    Ajideh, Parviz; Mozaffarzadeh, Sorayya

    2012-01-01

    Cloze tests have been widely used for measuring reading comprehension since their introducing to the testing world by Taylor in 1953. But in 1982, Klein-Braley criticized cloze procedure mostly for their deletion and scoring problems. They introduced their newly developed testing procedure, C-test, which was an evolved form of cloze tests without…

  12. The impact of a science-based integrated instructional protocol on the motivation, reading comprehension, and science achievement of fourth and fifth graders

    NASA Astrophysics Data System (ADS)

    Stephens, Kathy E.

    The purpose of this study was to determine the impact of implementing an integrated instructional protocol of science-based informational texts as teacher read alouds, student independent reading, and written journal responses on motivation, reading comprehension, and science achievement of fourth- and fifth-grade students with attention to specific student groups, including gender and ethnicities. A mixed methods research design included a 12-week intervention conducted with 68 fourth and fifth graders and 30 nonintervention fourth and fifth graders. Participating fourth and fifth graders completed the comprehension subtest of the Gates-MacGinitie Reading Test ([GMRT] MacGinitie, MacGinitie, Maria, & Dreyer, 2000) and the Texas Assessment of Knowledge and Skills ([TAKS] Texas Education Agency [TEA], 2005a). The Reading Survey of the Motivation to Read Profile ([MRP], Gambrell, Palmer, Codling, & Mazzoni, 1996) served as another quantitative data source. Qualitative data sources included classroom observations, key informant interviews, and student journal entries. The GMRT results indicated that the intervention fourth graders demonstrated the largest growth in reading comprehension achievement. Significant differences were noted by GMRT results between the intervention and nonintervention fourth graders. A significant difference was found between fourth-grade males and females on the GMRT, with a larger gain posted by the females. No significant differences were found on the GMRT in fifth grade Reading TAKS results indicated a significant difference between intervention fourth-grade Hispanic and African American students, while fifth-grade Science TAKS results indicated no significant differences. The MRP Reading Survey results indicated no significant differences; however, fourth-grade Hispanic and fifth-grade male students demonstrated significant growth. Classroom observations documented the progress of the 12-week intervention; 9 primary instructional and

  13. Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement

    ERIC Educational Resources Information Center

    Stevenson, Claire E.; Bergwerff, Catharina E.; Heiser, Willem J.; Resing, Wilma C. M.

    2014-01-01

    Working memory and inductive reasoning ability each appear related to children's achievement in math and reading. Dynamic measures of reasoning, based on an assessment procedure including feedback, may provide additional predictive value. The aim of this study was to investigate whether working memory and dynamic measures of analogical…

  14. Predicting High School Graduation for Latino Males Using Expectancy Value Theory of Motivation and Tenth Grade Reading Achievement Scores

    ERIC Educational Resources Information Center

    Knape, Erin Oakley

    2010-01-01

    National education data indicate that young men of color and students living in poverty are not experiencing the same academic success as their female, White, or higher socioeconomic status peers, as evidenced by low reading achievement levels and high dropout rates. Of particular concern is the underachievement of Latino males, who currently have…

  15. Associative Verbal Encoding (a/v/e): A Measure of Language Performance and Its Relationship to Reading Achievement.

    ERIC Educational Resources Information Center

    Mickelson, Norma I.

    This study examined the assumption that language expression and reading performance are related processes. Subjects included a total of 676 nine-year-old children of heterogeneous socioeconomic status, intelligence, and achievement levels. Verbal fluency was defined as being a measure of associative verbal encoding (a/v/e), wherein children give…

  16. The Impact of Afterschool Tutoring on Reading Achievement of Elementary Students in a Mississippi Rural School Setting

    ERIC Educational Resources Information Center

    Lacy, Sharone Sanders

    2011-01-01

    The purpose of this study was to determine what impact a No Child Left Behind (NCLB)-related afterschool tutoring program had on reading achievement of elementary students in a Mississippi rural school setting. The research questions that guided this study were (1) Is there a significant difference between the 2008 and 2009 Mississippi Curriculum…

  17. The Reading Achievement of Third Language versus Second Language Learners of English in Relation to the Interdependence Hypothesis

    ERIC Educational Resources Information Center

    Modirkhamene, Sima

    2006-01-01

    The present study examines the possible effects of bilinguality on third language learning among English as a Foreign Language (EFL) learners with a focus on reading comprehension proficiency achievement. This study is a longitudinal survey of EFL learners in Urmia University in Azerbaijan, Iran, during 2002-2004. It compared 56 Turkish-Persian…

  18. Revisiting the Association between Reading Achievement and Antisocial Behavior: New Evidence of an Environmental Explanation from a Twin Study

    ERIC Educational Resources Information Center

    Trzesniewski, Kali H.; Moffitt, Terrie E.; Caspi, Avshalom; Taylor, Alan; Maughan, Barbara

    2006-01-01

    Previous studies have reported, but not explained, the reason for a robust association between reading achievement and antisocial behavior. This association was investigated using the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative 1994-1995 birth cohort of 5 and 7 year-olds. Results showed that the association…

  19. Tripartite Growth Trajectories of Reading and Math Achievement: Tracking National Academic Progress at Primary, Middle, and High School Levels

    ERIC Educational Resources Information Center

    Lee, Jaekyung

    2010-01-01

    This study examines trends in American students' growth trajectories in reading and math achievement over the past three decades. Drawing upon multiple sources of national assessment data, cohort analyses provide new evidence on the stability and change of national academic growth curves. The emerging trends imply a tripartite pattern where…

  20. Mothers' Causal Attributions Concerning the Reading Achievement of Their Children with and without Familial Risk for Dyslexia

    ERIC Educational Resources Information Center

    Natale, Katja; Aunola, Kaisa; Nurmi, Jari-Erik; Poikkeus, Anna-Maija; Lyytinen, Paula; Lyytinen, Heikki

    2008-01-01

    The present study analyzed data from the Jyvaskyla Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school…

  1. Predicting First Grade Reading Achievement for Spanish-Speaking Kindergartners: Is Early Literacy Screening in English Valid?

    ERIC Educational Resources Information Center

    Ford, Karen L.; Invernizzi, Marcia A.; Huang, Francis

    2014-01-01

    This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in…

  2. 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…

  3. The Effect of Prior Knowledge, Reading and Mathematics Achievement, and Sex on Comprehending Mathematical Relationships Expressed in Graphs. Final Report.

    ERIC Educational Resources Information Center

    Curcio, Frances R.

    This study was designed to extend the schema-theoretic perspective of understanding general discourse to include graph comprehension. The sample included 204 fourth-grade and 185 seventh-grade pupils. Data were collected on achievement in reading and mathematics, sex, prior knowledge of topic, mathematical content, graphical form, and graph…

  4. The Relationship between Principal Turnover and Student Achievement in Reading/English Language Arts and Math Grades Six through Eight

    ERIC Educational Resources Information Center

    Berrong, Darren Andrew

    2012-01-01

    This study examined the relationship between principal turnover rate, percentage of minority students, percentage of students with disabilities, and percentage of students who are economically disadvantaged and student achievement in reading/English language arts and math measured by Adequate Yearly Progress (AYP) on the Georgia Criterion…

  5. Daily Practices Elementary Principals Utilize to Increase Student Reading Achievement: A Case Study of Successful Michigan Elementary Schools

    ERIC Educational Resources Information Center

    Johnson, Susan L.

    2010-01-01

    This case study examined three K-5 schools, one 3-5 school, and two K-2 schools that implemented Michigan's Behavior and Learning Support Initiative (MiBLSi) and showed improvement trends in third grade reading achievement as measured by MEAP results over four years. Each of the six schools completed the three years of MiBLSi training and are…

  6. Using Regression Analysis to Establish the Relationship between Home Environment and Reading Achievement: A Case of Zimbabwe

    ERIC Educational Resources Information Center

    Kanyongo, Gibbs Y.; Certo, Janine; Launcelot, Brown I.

    2006-01-01

    In this study, we report results of a study examining the relationship between home environment factors and reading achievement in Zimbabwe. The study utilised data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The data were submitted to linear regression analysis through structural equation…

  7. A STUDY OF THE ACHIEVEMENT LEVELS IN READING AND COMPUTATION OF INCARCERATED ADULT MALES IN THE NORTH CAROLINA PRISON SYSTEM.

    ERIC Educational Resources Information Center

    BLAND, DAVID HORTON

    THIS STUDY INVESTIGATED THE LEVELS OF ACHIEVEMENT IN BOTH READING AND COMPUTATION AS THEY WERE ASSOCIATED WITH SELECTED INDEPENDENT VARIABLES--AGE, OFFENSE, AND GRADE COMPLETION IN SCHOOL. INMATES WERE SELECTED FROM ALL CLASSES OF AGE, TYPE OF CUSTODY AND TYPE OF OFFENSE. GROUP I INCLUDED 597 SUBJECTS WHO HAD NOT REACHED FOURTH GRADE. GROUP II…

  8. Performance in Solving Arithmetic Problems: A Comparison of Children with Different Levels of Achievement in Mathematics and Reading

    ERIC Educational Resources Information Center

    Reikeras, Elin K. L.

    2006-01-01

    The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi-step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized…

  9. COMPARISON OF READING ACHIEVEMENT OF FIRST-GRADE CHILDREN TAUGHT BY A LINGUISTIC APPROACH AND A BASAL READER APPROACH.

    ERIC Educational Resources Information Center

    SCHNEYER, J. WESLEY; AND OTHERS

    THE RELATIVE EFFECTIVENESS OF TWO APPROACHES FOR TEACHING READING TO FIRST-GRADE CHILDREN AT HIGH, AVERAGE, AND LOW ABILITY SCORE LEVELS WAS INVESTIGATED, AND THE VARIABLES THAT DIFFERENTIATED BETWEEN HIGH AND LOW ACHIEVERS UNDER BOTH APPROACHES WERE COMPARED. THE TWO APPROACHES WERE--(1) THE FRIES LINGUISTIC METHOD, AND (2) THE SCOTT, FORESMAN…

  10. Behavioral Engagement and Reading Achievement in Elementary-School-Age Children: A Longitudinal Cross-Lagged Analysis

    ERIC Educational Resources Information Center

    Guo, Ying; Sun, Shuyan; Breit-Smith, Allison; Morrison, Frederick J.; Connor, Carol McDonald

    2015-01-01

    Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid-…

  11. Psychometric Characteristics Associated with Changes on the Passage Comprehension Test of the Woodcock Reading Mastery Tests.

    ERIC Educational Resources Information Center

    Halpin, Gerald; Simpson, Robert

    Forty adolescent subjects with behavior problems at home or at school were administered the Woodcock Reading Mastery Tests. Subjects ranged in age from 12 to 18, and included 25 males and 15 females. The Passage Comprehension Test for each subject was rescored using three different ceiling criteria: (1) five errors in six consecutive responses,…

  12. 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…

  13. The Effects of Prescribed, Sequential Programs of Reading and Mathematics on the Readiness of Middle Class Kindergarten Children and on Their Subsequent Achievement in Reading and Mathematics.

    ERIC Educational Resources Information Center

    Ricketts, Jean Napier

    The effects of a prescribed, sequential program of reading and mathematics readiness activities were investigated in an experimental study of 229 middle-class kindergarten children. Eight of 16 kindergarten classes received the experimental treatment for six months; the other eight served as a control group. Readiness tests were given before and…

  14. State Test Score Trends through 2007-08, Part 5: Are There Differences in Achievement between Boys and Girls?

    ERIC Educational Resources Information Center

    Chudowsky, Naomi; Chudowsky, Victor

    2010-01-01

    This report by the Center on Education Policy (CEP), an independent nonprofit organization, looks at the achievement of boys and girls on the state reading and mathematics tests used for No Child Left Behind (NCLB) accountability. The report addresses four main questions: (1) What is the current status of performance differences between boys and…

  15. The Relationship between RTI Implementation and Reading Achievement: A School-Level Analysis

    ERIC Educational Resources Information Center

    Sharp, Kristin; Sanders, Kari; Noltemeyer, Amity; Hoffman, Jessica L.; Boone, William J.

    2016-01-01

    This study examined the relationship between response to intervention (RTI) implementation integrity in reading and student reading outcomes. Data were collected from 64 principals and school psychologists at 43 elementary schools. Hierarchical linear regression was used to examine the degree to which implementation of RTI tiers and key components…

  16. 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…

  17. Effects of Single-Gender Education on the Reading Achievement of Third through Fifth Grade Boys

    ERIC Educational Resources Information Center

    Brown, Michael Shane

    2013-01-01

    It is said repeatedly, boys can't read. However, the statement should be boys "can" read they just don't. Understanding there is a need for action is the first step educators must take in helping boys emerge as confident and successful readers. Single-gender classrooms can be successful tools when seeking new ways in which to engage boys…

  18. Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement

    ERIC Educational Resources Information Center

    Piasta, Shayne B.; Justice, Laura M.; McGinty, Anita S.; Kaderavek, Joan N.

    2012-01-01

    Longitudinal results for a randomized-controlled trial (RCT) assessing the impact of increasing preschoolers' attention to print during reading are reported. Four-year-old children (N = 550) in 85 classrooms experienced a 30-week shared reading program implemented by their teachers. Children in experimental classrooms experienced shared-book…

  19. Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children

    ERIC Educational Resources Information Center

    Kyle, Fiona E.; Harris, Margaret

    2006-01-01

    Seven-and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of…

  20. 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…

  1. The Effectiveness of Direct Instruction on the Various Reading Achievement Categories.

    ERIC Educational Resources Information Center

    Wrobel, Sheryl

    A study examined the effect of direct instruction on increasing students' reading competency. The study followed several studies done between 1977 and 1995 on the Direct Instruction Model for reading instruction, developed and implemented in the 1960s. The population of the 2-year study included 105 southwest Chicago area third-grade students from…

  2. Children Reading Habits and Availability of Books in Botswana Primary Schools: Implications for Achieving Quality Education

    ERIC Educational Resources Information Center

    Tella, Adenyinka; Akande, Samson

    2007-01-01

    "In an age when browsing the net, playing with funky handsets and passing non-stop SMSs seem to be the order of the day, reading a book in a peaceful corner of a library has become an archaic idea for most people. While technology is slowly taking a steady control over individual lives, the reading habit is fast vanishing into thin…

  3. Reading Instruction for Low-Achieving and At-Risk Students. Publication Series No.3

    ERIC Educational Resources Information Center

    Kamil, Michael L.

    2005-01-01

    In recent years there have been several attempts at integrating the research on reading. Snow, Burns, and Griffin (1998) delineated three areas of knowledge that, if appropriately dealt with, will prevent reading difficulties: knowledge of the alphabetic principle, fluency, and comprehension. Snow, Burns, and Griffin suggest that these areas…

  4. Improving Reading Achievement through the Implementation of a Balanced Literacy Approach.

    ERIC Educational Resources Information Center

    Arkebauer, Cynthia; MacDonald, Christine; Palmer, Crystal

    This report describes a program for increasing students' reading fluency and comprehension by giving them a variety of skills and strategies. The targeted population consisted of two elementary schools in a growing, lower to middle class community, located in central Illinois. The problems of lack of reading strategies were documented through data…

  5. A Study of Reading Practices, Instruction, and Achievement in District 31 Schools.

    ERIC Educational Resources Information Center

    Foertsch, Mary

    This report documents the methodology and findings of a study of the characteristics of Illinois public school district 31's reading programs in kindergarten through grade 8. For the study's purposes, the term "reading program" includes integrated language arts and humanities instruction. The study was conducted in response to a request from…

  6. The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement

    ERIC Educational Resources Information Center

    Sabbah, Sabah Salman

    2015-01-01

    This study explored the potential effect of college students' self-generated computerized mind maps on their reading comprehension. It also investigated the subjects' attitudes toward generating computerized mind maps for reading comprehension. The study was conducted in response to the inability of the foundation-level students, who were learning…

  7. A Study of the Relationship between Early Childhood Program Attributes and Early Childhood Reading Achievement

    ERIC Educational Resources Information Center

    Washington, Novella M.

    2012-01-01

    This quantitative correlational study focuses on the relationship between early childhood program attributes and early childhood reading success. Data will be gathered from early childhood sites with grades prekindergarten through second grade in which early childhood program attributes exist and early childhood reading is measured by the…

  8. Role of Linguistic and Sociocultural Diversity in Reading Literacy Achievement: A Multilevel Approach

    ERIC Educational Resources Information Center

    Netten, Andrea; Luyten, Hans; Droop, Mienke; Verhoeven, Ludo

    2016-01-01

    This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data…

  9. Communicative Approach: An Alternative Method Used in Improving Students' Academic Reading Achievement

    ERIC Educational Resources Information Center

    Irmawati, Noer Doddy

    2012-01-01

    Academic reading is a difficult subject to be mastered. It is needed because most of books or references are written in English. The emphasis is on academic reading which becomes a compulsory subject that must be taught and understood in Faculty of Letters UAD Yogyakarta. Communicative approach is used and applied as an alternative method in the…

  10. The Reading Response E-Journal: An Alternative Way to Engage Low-Achieving EFL Students

    ERIC Educational Resources Information Center

    Lee, Hsiao-Chien

    2013-01-01

    The reading response journal has been valued as an effective tool for involving students in authentic reading and writing activities. As the internet has become an essential medium in today's English classroom, it is advisable to integrate both the web and the journal when approaching our EFL students. In order to motivate and engage my…

  11. 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…

  12. 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…

  13. The Impact of Supplemental Instruction on Low-Achieving Adolescents' Reading Engagement

    ERIC Educational Resources Information Center

    Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.; Pennington, Jessica; Buckman, D. Matt

    2014-01-01

    The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention.…

  14. The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading

    ERIC Educational Resources Information Center

    Collum, Sharon P.

    2012-01-01

    According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006;…

  15. Does Instructional Alignment Matter?: Effects on Struggling Second Graders' Reading Achievement

    ERIC Educational Resources Information Center

    Wonder-McDowell, Carla; Reutzel, D. Ray; Smith, John A.

    2011-01-01

    The purpose of this study was to explore the effects of aligning classroom core reading instruction with the supplementary reading instruction provided to 133 struggling grade 2 readers. A 2-group, pre-posttest true experimental design was employed in this study. In 11 elementary schools, 12 teachers taught both the aligned and unaligned core and…

  16. Exploring Reading First Program Implementation across Colorado Schools with Differing Achievement Results

    ERIC Educational Resources Information Center

    Bonds, Darryl E.

    2010-01-01

    This study is a mixed method examination of two elementary level Colorado Reading First Schools in Colorado Springs, Colorado. This study replicated a study conducted in two California Reading First elementary schools, in one Southern California School District. The purpose of the study was to examine whether there were differences in the…

  17. Do Content Area Passages Affect Student Performance on Reading Comprehension Tests?

    ERIC Educational Resources Information Center

    Peretz, Arna S.

    A study conducted in Israel investigated the relevance of subject-specific reading passages to performance on reading comprehension tests for advanced university students of English as a second language. The research specifically examined (1) whether students performed better when the reading test content was directly related to their field of…

  18. Australian Comparison Data for the Test of Word Reading Efficiency (TOWRE)

    ERIC Educational Resources Information Center

    Marinus, Eva; Kohnen, Saskia; McArthur, Genevieve

    2013-01-01

    This paper reports provisional Australian comparison data and scoring instructions for the "Test of Word Reading Efficiency" (TOWRE). The TOWRE is a popular reading fluency test used in reading research, classroom assessment and clinical practice. Approximate "norms" were obtained from children attending four primary schools in…

  19. Gender Balance Analysis of the Metropolitan Achievement Tests, 1978 Edition.

    ERIC Educational Resources Information Center

    Jensen, Marjane; Beck, Michael D.

    The 1978 edition of the Metropolitan Achievement Tests was analyzed for sex stereotyping and for the use of male, female, or neuter references and a comparison was made with the 1970 edition. There was less bias in the new edition, and there was relatively little sex stereotyping with respect to occupations, activities, and roles for females.…

  20. The History of Statewide Achievement Testing in Texas.

    ERIC Educational Resources Information Center

    Cruse, Keith L.; Twing, Jon S.

    2000-01-01

    Provides a chronological summary of the evolution of statewide achievement tests in Texas to facilitate understanding of the issues behind the "GI Forum v. Texas Education Agency" litigation (1999), which challenged the curricular links of the Texas Assessment of Academic Skills and other "opportunity to learn" issues. (SLD)