Sample records for fourth grade reading

  1. An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom

    ERIC Educational Resources Information Center

    Williams, Angela W.

    2013-01-01

    This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students perceived to be motivating. The reading instructional program was designed using…

  2. An Exploratory Study of the Relationships between Reading Comprehension Competence, Reading Attitude and the Vividness of Mental Imagery among Turkish Fourth-Grade Students

    ERIC Educational Resources Information Center

    Kocaarslan, Mustafa

    2016-01-01

    This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…

  3. Prediction and stability of reading problems in middle childhood.

    PubMed

    Ritchey, Kristen D; Silverman, Rebecca D; Schatschneider, Christopher; Speece, Deborah L

    2015-01-01

    The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (≤ 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader status was predicted by fall of fourth grade passage reading fluency, spelling fluency, and the number of reading problems identified by teachers. Reading fluency and spelling fluency were significant predictors in logistic regression equation that combined to yield a screening battery with an area under the curve of .91. These results suggest that brief assessments of reading and spelling fluency in fourth grade may be able to identify students in middle childhood who have a reading problem or who are at risk for experiencing reading problems in sixth grade. © Hammill Institute on Disabilities 2013.

  4. The Effects of Group Bibliocounseling on Selected Fourth-Grade Students Who Are Underachieving in Reading.

    ERIC Educational Resources Information Center

    King, Norman Anthony

    This study tested the effectiveness of bibliocounseling, group counseling using books as an adjunct, on 48 fourth-grade boys whose third-grade reading scores fell two or more stanines below their third-grade IQ scores. The Gates MacGinitie Reading Test, Survey D; the San Diego County Inventory of Reading Attitude; and the Self-Concept and…

  5. Promoting Reading Achievement and Countering the "Fourth-Grade Slump": The Impact of Direct Instruction on Reading Achievement in Fifth Grade

    ERIC Educational Resources Information Center

    Stockard, Jean

    2010-01-01

    Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called "fourth-grade slump." This article examines changes in reading achievement from first to fifth grade for students in a large urban school…

  6. The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension

    PubMed Central

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

    2016-01-01

    The aim of the present study was to examine the relation between decoding and segmental and suprasegmental phonology, and their contribution to reading comprehension, in the upper primary grades. Following a longitudinal design, the performance of 99 Dutch primary school children on phonological awareness (segmental phonology) and text reading prosody (suprasegmental phonology) in fourth-grade and fifth-grade, and reading comprehension in sixth-grade were examined. In addition, decoding efficiency as a general assessment of reading was examined. Structural path modeling firstly showed that the relation between decoding efficiency and both measures of phonology from fourth- to fifth grade was unidirectional. Secondly, the relation between decoding in fourth- and fifth-grade and reading comprehension in sixth-grade became indirect when segmental and suprasegmental phonology were added to the model. Both factors independently exerted influence on later reading comprehension. This leads to the conclusion that not only segmental, but also suprasegmental phonology, contributes substantially to children's reading development. PMID:27551159

  7. Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017

    ERIC Educational Resources Information Center

    Warner-Griffin, Catharine; Liu, Huili; Tadler, Chrystine; Herget, Debbie; Dalton, Ben

    2017-01-01

    The Progress in International Reading Literacy Study (PIRLS) is an international assessment of student performance in reading literacy at the fourth grade. PIRLS measures students in the fourth year of formal schooling because this is typically when students' learning transitions from a focus on "learning to read" to a focus on…

  8. 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 behavioral themes with 40 subcategories were discovered using open coding (Berg, 2004). Data were collected from the MRP Conversational Interview (Gambrell et al., 1996) with 12 key informants, and their journal entries provided evidence of the impact of the instructional protocol. Findings from this study seemed to confirm that students may experience improvement in reading comprehension after participation in an integrated instructional protocol. Findings also suggested gaps in minority ethnicities may be minimized, while female students continued to outscore male students.

  9. Action Research and Differentiating Reading Instruction in Mississippi: Fourth-Grade Students' Reading Success

    ERIC Educational Resources Information Center

    Mims, Wyn, M.; Lockley, Jeannie

    2017-01-01

    A fourth-grade teacher utilized action research in order to make data-driven decisions about reading interventions with her students. The teacher decided on a broad intervention, which was differentiating reading instruction, implemented differentiated instruction, collected data and continuously adjusted interventions based on monitoring data.…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  11. Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

    ERIC Educational Resources Information Center

    Vadasy, Patricia F.; Sanders, Elizabeth A.

    2008-01-01

    Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…

  12. Reading Fluency as an Indicator of Reading Comprehension

    ERIC Educational Resources Information Center

    Basaran, Mustafa

    2013-01-01

    This study examined the relationship between fourth grade primary school students' reading habits/conditions/ situations and their comprehension regarding what they read. For this purpose, a correlational survey method was used in the study. 90 fourth-grade students who were attending a state primary school in the center of Ku¨tahya participated…

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

    ERIC Educational Resources Information Center

    Gutkind, Rebeka Chaia

    2012-01-01

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

  14. An Analysis of Fourth and Sixth Grade Reader Performance Using Cloze Tests, Group Reading Inventories, an Informal Reading Inventory, and a Standardized Reading Test.

    ERIC Educational Resources Information Center

    Davidson, Emma Sue

    A study was conducted to explore the issue of testing to determine reading levels of students. A group of 624 fourth and sixth grade students from 13 schools participated in the study, which compared results from an informal reading inventory (IRI), a standardized achievement test, a group reading inventory (GRI), and a cloze test. Pupil…

  15. Poor Children's Fourth-Grade Slump.

    ERIC Educational Resources Information Center

    Chall, Jeanne S.; Jacobs, Vicki A.

    2003-01-01

    In a study of second, fourth, and sixth graders who completed reading and language tests over 2 years, low-income second and third graders achieved as well as their normative peers on all subtests. However, around fourth grade, their reading scores began to decline. One possible cause for this slump may stem from lack of fluency and automaticity.…

  16. Prediction and Stability of Reading Problems in Middle Childhood

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L.

    2015-01-01

    The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…

  17. Shallow and deep orthographies in Hebrew: the role of vowelization in reading development for unvowelized scripts.

    PubMed

    Schiff, Rachel

    2012-12-01

    The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts, whereas among fourth and sixth graders reading of unvowelized scripts developed to a greater degree than the reading of vowelized scripts. An analysis of the mediation effect for children's mastery of vowelized reading speed and accuracy on their mastery of unvowelized reading speed and comprehension revealed that in second grade, reading accuracy of vowelized words mediated the reading speed and comprehension of unvowelized scripts. In the fourth grade, accuracy in reading both vowelized and unvowelized words mediated the reading speed and comprehension of unvowelized scripts. By sixth grade, accuracy in reading vowelized words offered no mediating effect, either on reading speed or comprehension of unvowelized scripts. The current outcomes thus suggest that young Hebrew readers undergo a scaffolding process, where vowelization serves as the foundation for building initial reading abilities and is essential for successful and meaningful decoding of unvowelized scripts.

  18. The Ability to Read Is the Gateway to Success. K-3 Reading

    ERIC Educational Resources Information Center

    Foundation for Excellence in Education, 2017

    2017-01-01

    The goal of a Comprehensive K-3 Reading Policy is to establish intensive reading intervention for K- 3 students who are at risk of reading failure to help ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention can…

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

    ERIC Educational Resources Information Center

    Lencioni, Gina M.

    2013-01-01

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

  20. Comprehensive K-3 Reading Policy: Fundamental Principles. ExcelinEd Policy Toolkit, 2017

    ERIC Educational Resources Information Center

    Foundation for Excellence in Education, 2017

    2017-01-01

    A Comprehensive K-3 Reading Policy establishes intensive reading intervention for K-3 students to ensure they read on grade level by the end of third grade. The policy then requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. Retention provides struggling readers the additional time and intensive…

  1. Comprehension Challenges in the Fourth Grade: The Roles of Text Cohesion, Text Genre, and Readers' Prior Knowledge

    ERIC Educational Resources Information Center

    McNamara, Danielle S.; Ozuru, Yasuhiro; Floyd, Randy G.

    2011-01-01

    We examined young readers' comprehension as a function of text genre (narrative, science), text cohesion (high, low), and readers' abilities (reading decoding skills and world knowledge). The overarching purpose of this study was to contribute to our understanding of the "fourth grade slump". Children in grade 4 read four texts,…

  2. Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Rivas, Brenna; Jones, Francesca; Kent, Shawn; Schatschneider, Christopher; Mehta, Paras

    2017-01-01

    Research examining effective reading interventions for students with reading difficulties in the upper elementary grades is limited relative to the information available for the early elementary grades. In the current study, we examined the effects of a multicomponent reading intervention for students with reading comprehension difficulties. We…

  3. Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities.

    PubMed

    Dickinson, David K; Porche, Michelle V

    2011-01-01

    Indirect effects of preschool classroom indexes of teacher talk were tested on fourth-grade outcomes for 57 students from low-income families in a longitudinal study of classroom and home influences on reading. Detailed observations and audiotaped teacher and child language data were coded to measure content and quantity of verbal interactions in preschool classrooms. Preschool teachers' use of sophisticated vocabulary during free play predicted fourth-grade reading comprehension and word recognition (mean age=9; 7), with effects mediated by kindergarten child language measures (mean age=5; 6). In large group preschool settings, teachers' attention-getting utterances were directly related to later comprehension. Preschool teachers' correcting utterances and analytic talk about books, and early support in the home for literacy predicted fourth-grade vocabulary, as mediated by kindergarten receptive vocabulary. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

  4. The Relationship between Good Readers' Attention, Reading Fluency and Reading Comprehension

    ERIC Educational Resources Information Center

    Yildiz, Mustafa; Çetinkaya, Ezgi

    2017-01-01

    This study aimed to examine the relationship between fourth-graders' reading fluency, reading comprehension and attention. It was conducted using the relational screening model and included 132 fourth-graders with grade level adequate reading skills. The study results showed that good readers' attention had significant effects on reading speed,…

  5. PIRLS 2011 International Results in Reading

    ERIC Educational Resources Information Center

    Mullis, Ina V.S.; Martin, Michael O.; Foy, Pierre; Drucker, Kathleen T.

    2012-01-01

    PIRLS is an international assessment of reading comprehension at the fourth grade that has been conducted every five years since 2001. In 2011, nationally representative samples of students in 49 countries participated in PIRLS and prePIRLS. Forty-five countries assessed fourth grade students, and some countries participated in one or more of the…

  6. Gender Differences in Inference Generation by Fourth-Grade Students

    ERIC Educational Resources Information Center

    Clinton, Virginia; Seipel, Ben; Broek, Paul; McMaster, Kristen L.; Kendeou, Panayiota; Carlson, Sarah E.; Rapp, David N.

    2014-01-01

    The purpose of this study was to determine if there are gender differences among elementary school-aged students in regard to the inferences they generate during reading. Fourth-grade students (130 females; 126 males) completed think-aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a…

  7. Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

    ERIC Educational Resources Information Center

    Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

    2015-01-01

    We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading…

  8. Third, Fourth, and Fifth Grade Teachers' Descriptions of Methods Used to Improve the Reading Achievement of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Berkowitz, Sally Greenberg

    2017-01-01

    Purpose: The purpose of this study was to explore ways in which third, fourth, and fifth grade teachers reported they successfully improved the reading achievement of students with LD as documented by an increase in test scores on standardized tests in reading. Moreover, this study is an examination of productive ways in which elementary classroom…

  9. Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken.

    PubMed

    Schiff, Rachel; Katzir, Tami; Shoshan, Noa

    2013-07-01

    The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group matched by chronological age and a group of children who are 2 years younger, presumably at the end of the reading acquisition process. An additional purpose was to investigate the role of vowelization in the reading ability of unvowelized script among readers with dyslexia in an attempt to assess whether vowelization plays a mediating role for reading speed of unvowelized scripts. The present study found no significant differences in reading accuracy and speed between vowelized and unvowelized scripts among fourth-grade readers with dyslexia. The reading speed of fourth-graders with dyslexia was similar to typically developing second-graders for both the vowelized and unvowelized words. However, fourth-grade children with dyslexia performed lower than the typically developing second-graders in the reading accuracy of vowelized script. Furthermore, for readers with dyslexia, accuracy in reading both vowelized and unvowelized words mediated the reading speed of unvowelized scripts. These results may be a sign that Hebrew-speaking children with dyslexia have severe difficulties that prevent them from developing strategies for more efficient reading.

  10. Developmental Relations between Reading Comprehension and Reading Strategies

    ERIC Educational Resources Information Center

    Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.

    2017-01-01

    We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…

  11. Semantic Webbing, Semantic-Pictorial Webbing and Standard Basal Teaching Techniques: A Comparison of Three Strategies To Enhance Learning and Memory of a Reading Comprehension Task in the Fourth Grade Classroom.

    ERIC Educational Resources Information Center

    McCarthy-Tucker, Sherri

    A study analyzed the relative effectiveness of three teaching strategies for enhancing vocabulary and reading comprehension. Sixty-eight students in three fourth-grade classrooms in a suburban southwestern public school were presented with a vocabulary lesson on weather from the reading text according to one of the following strategies: (1) basal…

  12. The Effects of Teacher-Set and Student-Set Accelerated Reader Goal Setting on Reading Comprehension and Student Attitudes towards Reading in Fourth- and Fifth-Grade Students

    ERIC Educational Resources Information Center

    Tucker, Tiffany G.

    2016-01-01

    The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM…

  13. Emergent Understandings: Multilingual Fourth Grade Students Generating Close Readings and Multimodal Responses to Global and Informational Texts

    ERIC Educational Resources Information Center

    Hasty, Michelle Medlin; Fain, Jeanne Gilliam

    2014-01-01

    In this paper, the authors present findings from a yearlong ethnographic research study that examines the development of critical literacy within two urban fourth grade classrooms in Tennessee. This study examines how young second language learners in English-dominant classrooms learn to read critically, write, and construct multimodal…

  14. 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…

  15. Availability and Use of Informational Texts in Second-, Third-, and Fourth-Grade Classrooms

    ERIC Educational Resources Information Center

    Jeong, Jongseong; Gaffney, Janet S.; Choi, Jin-Oh

    2010-01-01

    A sharp increase in the proportion of informational text with the corresponding expansion of cognitive demands and conceptual structures is a widely held explanation for the decline in reading achievement at the fourth-grade level. In this study, differences in the proportion of informational text across the second, third, and fourth grades were…

  16. A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities

    ERIC Educational Resources Information Center

    Etmanskie, Jill M.; Partanen, Marita; Siegel, Linda S.

    2016-01-01

    There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had…

  17. Effect of Strategy Instruction on Fourth-Grade Dual Language Learners' Ability to Monitor Their Comprehension of Scientific Texts

    ERIC Educational Resources Information Center

    Martinez-Alvarez, Patricia; Bannan, Brenda; Peters-Burton, Erin E.

    2012-01-01

    This research work examined the impact of a science-reading instructional sequence ("InSciRead") on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of students' ability to detect incongruities in a related…

  18. 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…

  19. Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension among Bilingual/Bimodal Deaf and Hard of Hearing Students

    ERIC Educational Resources Information Center

    Scott, Jessica Armytage

    2015-01-01

    Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students…

  20. The Effect of Guided Reading on Literacy Achievement of Third and Fourth Grade Students

    ERIC Educational Resources Information Center

    Gregory, Brandon

    2017-01-01

    Literacy, the ability to read and write, is of great importance to the success of students throughout their lives. The problem the study addressed was low literacy achievement levels of third and fourth grade students. The information gained from this study was important because it helped staff members at the research site identify the impact of…

  1. Active Participation in the Reading of Fourth and Sixth Grade Children.

    ERIC Educational Resources Information Center

    Fitzpatrick, Oney D., Jr.; Naus, Mary J.

    To understand what kinds of mental processing take place during reading and how the child encodes information that is presented, a study investigated the comprehension of a story by asking the reader to take part actively in the decision-making of the protagonist. Subjects, 56 children from a fourth- and sixth-grade class at an elementary school…

  2. TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning

    ERIC Educational Resources Information Center

    Martin, Michael O., Ed.; Mullis, Ina V. S., Ed.

    2013-01-01

    TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…

  3. Joyous Reading: Aspects of Literature Enjoyment for Black/African American Fourth Grade Students

    ERIC Educational Resources Information Center

    Mosley, Sherea

    2017-01-01

    This study primarily explores the types of books African American children in a local fourth grade classroom like and enjoy. Books students are interested in reading and other related aspects that contribute to their literary enjoyment are also explored. It is during the upper elementary years that many students who eventually express little or no…

  4. Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties.

    PubMed

    Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M

    2018-05-01

    We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed treatment with reading outcomes of students in a business-as-usual (BAU) comparison condition. A total of 280 fourth- and fifth-grade students were randomly assigned within school in a 1:1 ratio to either the BAU comparison condition ( n = 139) or the treatment condition ( n = 141). Treatment students were provided small-group tutoring for 30 to 45 minutes for an average of 68 lessons (mean hours of instruction = 44.4, SD = 11.2). Treatment students performed statistically significantly higher than BAU students on a word reading measure (effect size [ES] = 0. 58) and a measure of reading fluency (ES = 0.46). Though not statistically significant, effect sizes for students in the treatment condition were consistently higher than BAU students for decoding measures (ES = 0.06, 0.08), and mixed for comprehension (ES = -0.02, 0.14).

  5. 75 FR 6368 - Submission for OMB Review; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-09

    ... benchmarking U.S. performance in mathematics and science at the fourth- and eighth-grade levels against other... assessment data for internationally benchmarking U.S. performance in fourth-grade reading. NCES has received...

  6. Mothers' Behaviors and Sons' Reading Achievement and Projected Feelings.

    ERIC Educational Resources Information Center

    Oidick, Michael Stanley

    Two groups of fourth-grade boys, one group reading at grade level or above, the other reading below grade level, were selected for this study. All boys in both groups had scored at the 30th percentile or below on a kindergarten reading-readiness test. The mothers of these boys were interviewed to assess their participation, instigation, and level…

  7. 34 CFR 200.11 - Participation in NAEP.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... academic assessments of fourth and eighth grade reading and mathematics under the State National Assessment... academic achievement results in grades four and eight on the State's NAEP reading and mathematics...

  8. 34 CFR 200.11 - Participation in NAEP.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... academic assessments of fourth and eighth grade reading and mathematics under the State National Assessment... academic achievement results in grades four and eight on the State's NAEP reading and mathematics...

  9. 34 CFR 200.11 - Participation in NAEP.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... academic assessments of fourth and eighth grade reading and mathematics under the State National Assessment... academic achievement results in grades four and eight on the State's NAEP reading and mathematics...

  10. 34 CFR 200.11 - Participation in NAEP.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... academic assessments of fourth and eighth grade reading and mathematics under the State National Assessment... academic achievement results in grades four and eight on the State's NAEP reading and mathematics...

  11. 34 CFR 200.11 - Participation in NAEP.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... academic assessments of fourth and eighth grade reading and mathematics under the State National Assessment... academic achievement results in grades four and eight on the State's NAEP reading and mathematics...

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

    ERIC Educational Resources Information Center

    HARRIS, THEODORE L.; AND OTHERS

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

  13. The Analysis of Fourth Grade Primary Students' Reader Self-Perceptions in Terms of Gender and Preschool Educational Background

    ERIC Educational Resources Information Center

    Sagirli, Muhittin; Okur, Burçin

    2017-01-01

    The aim of this study was to analyse perceptions of fourth grade primary school students on their reading ability. In study, screening model was used as a quantitative research method. The sample of this research was selected by convenience sampling. The sample consisted of 556 fourth grade students who received education in 8 public schools in…

  14. Improving Reading through the Use of Multiple Intelligences.

    ERIC Educational Resources Information Center

    Albero, Paula; Brown, Ann; Eliason, Susan; Wind, Jeanne

    This report describes a program for increasing reading test scores. The targeted population consisted of one second-grade, one third-grade, and two fourth-grade classrooms in a growing middle class community located in a far western suburb of Chicago, Illinois. The problem of low reading test scores was documented though the 1995 IGAP scores on…

  15. Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes

    ERIC Educational Resources Information Center

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

    2017-01-01

    The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…

  16. Academic Growth Trajectories of ELLs in NAEP Data: The Case of Fourth- and Eighth-Grade ELLs and Non-ELLs on Mathematics and Reading Tests

    ERIC Educational Resources Information Center

    Polat, Nihat; Zarecky-Hodge, Ashley; Schreiber, James B.

    2016-01-01

    Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns…

  17. Ecological, Psychological, and Cognitive Components of Reading Difficulties: Testing the Component Model of Reading in Fourth Graders across 38 Countries

    ERIC Educational Resources Information Center

    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…

  18. A Quest for Awareness: Gender-Differentiated English Language Arts Resources and Instructional Techniques to Acknowledge the Needs and Passions of Fourth and Fifth Grade Boys

    ERIC Educational Resources Information Center

    Feltman, Todd Jason

    2013-01-01

    A major educational crisis has been transpiring among fourth and fifth grade boys over the last twenty years (Eliot, 2009; Whitmire, 2010). On average, fourth and fifth grade boys, regardless of racial background or socioeconomic class, are performing below girls, both academically in reading and writing. The Center on Educational Policy reports…

  19. Teaching Home Economics Content Material in an Individualized Reading Skills Laboratory.

    ERIC Educational Resources Information Center

    Comerford, Linnie Sue

    Eighth grade students whose reading achievement scores fell between second and fourth grade level were given an individualized self-concept approach to reading instruction in home economics. Causes for their reading difficulties were identified as lack of interest in school, no set goals, poor attitudes, poor attendance and suspensions, and…

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

    ERIC Educational Resources Information Center

    Klecker, Beverly M.

    2014-01-01

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

  1. 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…

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

    ERIC Educational Resources Information Center

    Wallace, Jennifer N.

    2013-01-01

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

  3. 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…

  4. The Effects of Two Summarization Strategies Using Expository Text on the Reading Comprehension and Summary Writing of Fourth-and Fifth-Grade Students in an Urban, Title 1 School

    ERIC Educational Resources Information Center

    Braxton, Diane M.

    2009-01-01

    Using a quasi-experimental pretest/post test design, this study examined the effects of two summarization strategies on the reading comprehension and summary writing of fourth- and fifth- grade students in an urban, Title 1 school. The Strategies, "G"enerating "I"nteractions between "S"chemata and "T"ext (GIST) and Rule-based, were taught using…

  5. The Effects of Specific Reading Interventions on Elementary Students' Test Scores

    ERIC Educational Resources Information Center

    Griffin, Jacqueline Laverne Meeks

    2016-01-01

    Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson,…

  6. A Window into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

    ERIC Educational Resources Information Center

    García, Georgia Earnest; Godina, Heriberto

    2017-01-01

    A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but…

  7. Colorado Student Assessment Program Technical Report, 2000.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This report presents the results of the statewide spring 2000 administration of the Colorado Student Assessment Program (CSAP). Third-grade students were assessed in Reading; fourth- and seventh-grade students were assessed in Reading and Writing; and eighth-grade students were assessed in Mathematics and Science. The assessments were developed by…

  8. Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade

    ERIC Educational Resources Information Center

    O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Bocian, Kathleen M.; Flynn, Lindsay J.

    2015-01-01

    We tested the effects of teaching reading skills through U.S. history content for 38 eighth-grade poor readers whose reading ability ranged from second-to fourth-grade levels. Half of the students received special education services, and half of the students were English language learners. Students were taught to decode multisyllabic words, learn…

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

    ERIC Educational Resources Information Center

    Bruce, Laquanda T.

    2010-01-01

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

  10. A Quantitative Examination of Title I and Non-Title I Elementary Schools in District 8 of North Alabama Using Fourth Grade Math and Reading Standardized Test Results

    ERIC Educational Resources Information Center

    Headen, Renee Ashley

    2014-01-01

    The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth grade students attending Title I and Non-Title I schools in three select school systems within District 8 of North Alabama. In an effort to determine if Title I schools are successfully closing the…

  11. The Nation's Report Card Reading 2013 State Snapshot Report. Oregon. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  12. The Nation's Report Card Reading 2013 State Snapshot Report. Minnesota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  13. The Nation's Report Card Reading 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  14. The Nation's Report Card Reading 2013 State Snapshot Report. New Hampshire. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  15. The Nation's Report Card Reading 2013 State Snapshot Report. Hawaii. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  16. The Nation's Report Card Reading 2013 State Snapshot Report. Wisconsin. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  17. The Nation's Report Card Reading 2013 State Snapshot Report. Wisconsin. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  18. The Nation's Report Card Reading 2013 State Snapshot Report. DoDEA. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  19. The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  20. The Nation's Report Card Reading 2013 State Snapshot Report. Florida. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  1. The Nation's Report Card Reading 2013 State Snapshot Report. Alabama. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  2. The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  3. The Nation's Report Card Reading 2013 State Snapshot Report. South Carolina. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  4. The Nation's Report Card Reading 2013 State Snapshot Report. Colorado. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  5. The Nation's Report Card Reading 2013 State Snapshot Report. Colorado. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  6. The Nation's Report Card Reading 2013 State Snapshot Report. Alabama. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  7. The Nation's Report Card Reading 2013 State Snapshot Report. California. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  8. The Nation's Report Card Reading 2013 State Snapshot Report. Maine. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  9. The Nation's Report Card Reading 2013 State Snapshot Report. Oregon. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  10. The Nation's Report Card Reading 2013 State Snapshot Report. Maryland. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  11. The Nation's Report Card Reading 2013 State Snapshot Report. California. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  12. The Nation's Report Card Reading 2013 State Snapshot Report. Arizona. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  13. The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  14. The Nation's Report Card Reading 2013 State Snapshot Report. Arkansas. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  15. The Nation's Report Card Reading 2013 State Snapshot Report. Ohio. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  16. The Nation's Report Card Reading 2013 State Snapshot Report. Delaware. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  17. The Nation's Report Card Reading 2013 State Snapshot Report. Idaho. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  18. The Nation's Report Card Reading 2013 State Snapshot Report. Ohio. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  19. The Nation's Report Card Reading 2013 State Snapshot Report. District of Columbia. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  20. The Nation's Report Card Reading 2013 State Snapshot Report. Alaska. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  1. The Nation's Report Card Reading 2013 State Snapshot Report. Virginia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  2. The Nation's Report Card Reading 2013 State Snapshot Report. Connecticut. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  3. The Nation's Report Card Reading 2013 State Snapshot Report. Hawaii. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  4. The Nation's Report Card Reading 2013 State Snapshot Report. Connecticut. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  5. The Nation's Report Card Reading 2013 State Snapshot Report. Idaho. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  6. The Nation's Report Card Reading 2013 State Snapshot Report. Kentucky. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  7. The Nation's Report Card Reading 2013 State Snapshot Report. Alaska. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  8. The Nation's Report Card Reading 2013 State Snapshot Report. Rhode Island. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  9. The Nation's Report Card Reading 2013 State Snapshot Report. Kansas. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  10. The Nation's Report Card Reading 2013 State Snapshot Report. Louisiana. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  11. The Nation's Report Card Reading 2013 State Snapshot Report. Georgia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  12. The Nation's Report Card Reading 2013 State Snapshot Report. DoDEA. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  13. The Nation's Report Card Reading 2013 State Snapshot Report. North Dakota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  14. The Nation's Report Card Reading 2013 State Snapshot Report. Indiana. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  15. The Nation's Report Card Reading 2013 State Snapshot Report. New Hampshire. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  16. The Nation's Report Card Reading 2013 State Snapshot Report. Delaware. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  17. The Nation's Report Card Reading 2013 State Snapshot Report. Georgia. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  18. The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  19. The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  20. The Nation's Report Card Reading 2013 State Snapshot Report. Massachusetts. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  1. The Nation's Report Card Reading 2013 State Snapshot Report. Mississippi. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  2. The Nation's Report Card Reading 2013 State Snapshot Report. Arkansas. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  3. The Nation's Report Card Reading 2013 State Snapshot Report. Washington. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  4. The Nation's Report Card Reading 2013 State Snapshot Report. Washington. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  5. The Nation's Report Card Reading 2013 State Snapshot Report. District of Columbia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  6. Aspects of the Reading Motivation and Reading Activity of Namibian Primary School Readers

    ERIC Educational Resources Information Center

    Kirchner, Emmarentia; Mostert, Maria Louise

    2017-01-01

    This paper reports on the reading motivation and reading activity of 402, urban, Namibian learners in 6 schools in the central region of Namibia. From the fourth grade these Grade 7 learners received their instruction through the medium of English, and offered English as Second Language in addition to another Namibian language. They were enrolled…

  7. "I Never Thought I Would Read This Much": Becoming a Reader

    ERIC Educational Resources Information Center

    Barone, Diane; Barone, Rebecca

    2018-01-01

    The purpose of this qualitative study was to describe the reading volume and book choices of fourth-grade students and how they identified as readers. Students were encouraged to read 50 books independently. The results showed that students read throughout the year. Grade-level readers described themselves as being a part of the book, while above-…

  8. A Quantitative Evaluation of an Ability-Grouped Literacy Program in the Elementary Grades

    ERIC Educational Resources Information Center

    Portales Blair, Lidiana

    2017-01-01

    National assessments have shown that the majority of students in the United States cannot read at grade level by fourth grade. These results are alarming because students who are not proficient readers by third grade suffer long-term consequences and are more likely to drop out of high school. Feeling pressure to improve reading outcomes, schools…

  9. A study of the relationship of storytelling ability and reading comprehension in fourth and sixth grade African-American children.

    PubMed

    Klecan-Aker, J S; Caraway, T H

    1997-01-01

    The purpose of the present investigation was to examine the relation of storytelling skills to achievement in reading comprehension in African-American children. Socioeconomic status (SES), gender and developmental level of children's stories were examined as predictors of reading achievement. A total of 80 children in the fourth and sixth grades served as subjects. Results indicated that correlations of the narrative variables with reading achievement were significant for story level (0.37) and clauses per T-unit (0.33). These results are discussed relative to the effect of oral language on academic achievement and the importance of examining this relationship in culturally and linguistically diverse groups.

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

    ERIC Educational Resources Information Center

    Castanho, Maria da Graca Borges

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

  11. "Everybody Treated Him Like He Was from Another World": Bilingual Fourth Graders Develop Social Awareness through Interactive Read-Alouds Focused on Critical Literacies

    ERIC Educational Resources Information Center

    Peterson, Katie E.; Chamberlain, Katharine

    2015-01-01

    This study explores read-aloud discussions of students in a fourth grade, bilingual classroom located in a rural district in the Southwestern United States. This article argues that teachers can develop students' critical literacy skills through the use of interactive read-alouds with specific texts that problematize specific social issues for…

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

    PubMed Central

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

    2016-01-01

    The purpose of this study was to examine the directionality of the relationship between text reading prosody and reading comprehension in the upper grades of primary school. We compared three theoretical possibilities: Two unidirectional relations from text reading prosody to reading comprehension and from reading comprehension to text reading prosody and a bidirectional relation between text reading prosody and reading comprehension. Further, we controlled for autoregressive effects and included decoding efficiency as a measure of general reading skill. Participants were 99 Dutch children, followed longitudinally, from fourth- to sixth-grade. Structural equation modeling showed that the bidirectional relation provided the best fitting model. In fifth-grade, text reading prosody was related to prior decoding and reading comprehension, whereas in sixth-grade, reading comprehension was related to prior text reading prosody. As such, the results suggest that the relation between text reading prosody and reading comprehension is reciprocal, but dependent on grade level. PMID:27667916

  13. Improving Oral Fluency, Written Accuracy, and Reading Comprehension in the 3rd Grade Using Visual Art Content.

    ERIC Educational Resources Information Center

    Nickell, Brian K.

    Students in the targeted school exhibited a decline in reading scores between second and fourth grade. Due to poor reading levels for 2 consecutive years the state put the school on a probationary list with in its district. Evidence for the existence of the problem included documented low reading test scores, below proficiency assessment records,…

  14. Methodology in Reading Instruction as a Controlling Variable in the Constructive or Destructive Channeling of Aggression.

    ERIC Educational Resources Information Center

    Grobler, C. van Eyk

    Fourth grade students (half of whom received reading instruction through the Language Experience Approach and the other half through the Basal Reader Approach since the first grade) were observed to determine the behavioral channeling of aggression when influenced by method of instruction. The methods were: (1) a Directed Reading-Thinking Activity…

  15. Guiding Biliteracy Development: Appropriating Cross-Linguistic and Conceptual Knowledge to Sustain Second-Language Reading Comprehension

    ERIC Educational Resources Information Center

    Soto Huerta, Mary Esther

    2012-01-01

    To examine the second-language reading development of 45 fourth-grade Latino bilinguals, a sequential mixed methods study was conducted in two phases (Creswell, 2009). The quantitative data collected in the first phase generated an index of the group's reading performance based on two grade-level assessments, a state-mandated standardized reading…

  16. Does Student Proficiency on Local Reading Assessment Measures Align with State Mandated Reading Proficiency Standards? An Investigation of the Relationship between the Developmental Reading Assessment, Reading Curriculum Based Measurement, and Maze, with the New York State English Language Arts Exam

    ERIC Educational Resources Information Center

    Weschler, Michael J.

    2016-01-01

    Data from three reading assessment tools--the Developmental Reading Assessment (DRA), Reading Curriculum Based Measurement (R-CBM), and Maze--were compiled from 61 fourth grade and 59 fifth grade students across Fall and Spring administrations in order to determine how proficiency on these measures was associated with proficiency on the New York…

  17. Validating the Vocabulary Levels Test with Fourth and Fifth Graders to Identify Students At-Risk in Vocabulary Development Using a Quasiexperimental Single Group Design

    ERIC Educational Resources Information Center

    Dunn, Suzanna

    2012-01-01

    This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and…

  18. Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms

    ERIC Educational Resources Information Center

    Vadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky

    2015-01-01

    A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…

  19. An Evaluation of the Accelerated Reader Program in Grades 3-5 on Reading Vocabulary, Comprehension, and Attitude in an Urban Southeastern School District in Virginia.

    ERIC Educational Resources Information Center

    Howard, Carol Ann

    The purpose of this study was to study recreational reading in third, fourth, and fifth grade urban students in a school district in Southeastern Virginia. The widely-used Accelerated Reader (AR) was the tool examined in the promotion of recreational reading. The major research questions determined if recreational reading, using Accelerated…

  20. A Study to Determine the Existence and Characteristics of Distinctively Different Subpopulations Subsumed within the Reading Disabled Population.

    ERIC Educational Resources Information Center

    Steinberg, Laurie S.

    Forty-five third-grade and fourth-grade boys identified by their schools as being both normal in intelligence and severely disabled in reading were given a battery of tests of language, visual perception, silent reading comprehension, and finger agnosia. Three consistent groups of subjects emerged from cluster analyses of the results. One group…

  1. Highlights from PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context. NCES 2013-010

    ERIC Educational Resources Information Center

    Thompson, Sheila; Provasnik, Stephen; Kastberg, David; Ferraro, David; Lemanski, Nita; Roey, Stephen; Jenkins, Frank

    2012-01-01

    The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. In 2011, PIRLS was administered to nationally representative samples of 4th-grade students in 53 education systems around the world. The PIRLS assessment measures student performance on a combined reading literacy scale, as…

  2. Effects of Differentiated Reading on Elementary Students' Reading Comprehension and Attitudes toward Reading

    ERIC Educational Resources Information Center

    Shaunessy-Dedrick, Elizabeth; Evans, Linda; Ferron, John; Lindo, Myriam

    2015-01-01

    In this investigation, we examined the effects of a differentiated reading approach on fourth grade students' reading comprehension and attitudes toward reading. Eight Title I schools within one urban district were randomly assigned to treatment (Schoolwide Enrichment Model-Reading [SEM-R]) or control (district reading curriculum) conditions.…

  3. Writing Disabilities and Reading Disabilities in Elementary School Students

    ERIC Educational Resources Information Center

    Costa, Lara-Jeane C.; Edwards, Crystal N.; Hooper, Stephen R.

    2016-01-01

    This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single…

  4. Motivating the Reluctant Reader.

    ERIC Educational Resources Information Center

    Buzard, Barbara; Jarosz, Diane; Lato, Kelly; Zimmermann, Lori

    This report describes a program for increasing student reading motivation through the use of cooperative learning activities, differentiating reading instruction, and active reading strategies. The students of the targeted second, fourth, sixth and eighth grade classes exhibited a reluctance to read that interfered with academic growth. Probable…

  5. ELLs' Perceptions of Reading

    ERIC Educational Resources Information Center

    Howard, Rachael M.

    2017-01-01

    This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

  6. ELLs' Perceptions of Reading

    ERIC Educational Resources Information Center

    Howard, Rachael M.

    2012-01-01

    This research investigated reading support and book preferences of fourth grade English language learners (ELLs) who were struggling readers. This qualitative research focused on three case studies. Interviews were conducted to explore ELLs' perceptions on reading motivation, reading programs, and types of support they received. Descriptions of…

  7. The Contributions of Oral and Silent Reading Fluency to Reading Comprehension

    ERIC Educational Resources Information Center

    Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney

    2016-01-01

    Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…

  8. The English Language Arts Assessment: Knocking at Our Door.

    ERIC Educational Resources Information Center

    Peterson, Scott

    2003-01-01

    Describes how Michigan's English Language Arts Assessment (ELA) takes parts of the old fifth-grade writing assessment and fourth-grade reading tests, adds new elements, and wraps everything around a theme. Presents a seven-step activity to help prepare fourth graders for the ELA. Concludes that the overall impact on scores is not known. (SG)

  9. A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities.

    PubMed

    Etmanskie, Jill M; Partanen, Marita; Siegel, Linda S

    2016-01-01

    There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had typical reading performance in Grade 4, whereas there was 0.7% with poor word reading, 12.6% with poor reading comprehension, 2.5% with poor word reading and comprehension, and 12.2% with borderline performance. We also showed that there were similar proportions of children who had early versus late emerging reading difficulties; however, most of the late emerging poor readers recovered by Grade 7. Furthermore, our study showed that poor comprehenders showed poorer performance than typical readers on word reading, pseudoword decoding, and spelling between Grade 1 and Grade 7 and poorer performance on a working memory task in kindergarten. Overall, this study showed that most children recover from late emerging reading problems and that working memory may be an early indicator for reading comprehension difficulties. © Hammill Institute on Disabilities 2014.

  10. Features of Instructional Talk Predictive of Reading Comprehension

    ERIC Educational Resources Information Center

    Michener, Catherine J.; Patrick Proctor, C.; Silverman, Rebecca D.

    2018-01-01

    Increasingly, reading research has begun to address how students' linguistic environments may explain their reading achievement. In this exploratory analysis, we investigated how the rates of specific instructional talk moves predicted student reading comprehension achievement. Transcripts from third-, fourth-, and fifth-grade classrooms (teacher…

  11. The Effect of Independent Reading on STAAR Reading Scores of Fourth Grade Students

    ERIC Educational Resources Information Center

    Ibarra, Sylvia

    2016-01-01

    Independent Reading (IR) is a reading intervention that many schools implement to help students develop essential reading skills and improve academic achievement on various standardized assessments. However, recent IR studies have yielded mixed findings on the effectiveness of IR as a reading intervention to help struggling students increase…

  12. Differential Effects of Male and Female Reading Tutors Based on Boys' Gendered Views of Reading

    ERIC Educational Resources Information Center

    Sokal, Laura; Thiem, Cassandra; Crampton, Amanda; Katz, Herb

    2009-01-01

    This study examined the effects of the gender of reading tutors on 173 third and fourth grade mainly inner-city boys identified as struggling readers. Reading achievement ("Alberta Diagnostic Reading Program") and reader self-perceptions ("Readers' Self-Perception Scale") were monitored over a 22-week reading intervention.…

  13. The Nation's Report Card Mathematics 2013 State Snapshot Report. Oregon. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  14. The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  15. The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  16. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  17. The Nation's Report Card Mathematics 2013 State Snapshot Report. Hawaii. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  18. The Nation's Report Card Mathematics 2013 State Snapshot Report. Wisconsin. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  19. The Nation's Report Card Mathematics 2013 State Snapshot Report. DoDEA. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  20. The Nation's Report Card Mathematics 2013 State Snapshot Report. Oregon. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  1. The Nation's Report Card Mathematics 2013 State Snapshot Report. Iowa. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  2. The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  3. The Nation's Report Card Mathematics 2013 State Snapshot Report. Colorado. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  4. The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  5. The Nation's Report Card Mathematics 2013 State Snapshot Report. Virginia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  6. The Nation's Report Card Mathematics 2013 State Snapshot Report. New York. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  7. The Nation's Report Card Mathematics 2013 State Snapshot Report. DoDEA. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  8. The Nation's Report Card Mathematics 2013 State Snapshot Report. Nevada. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  9. The Nation's Report Card Mathematics 2013 State Snapshot Report. Illinois. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  10. The Nation's Report Card Mathematics 2013 State Snapshot Report. Arizona. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  11. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  12. The Nation's Report Card Mathematics 2013 State Snapshot Report. Arizona. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  13. The Nation's Report Card Mathematics 2013 State Snapshot Report. Kansas. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  14. The Nation's Report Card Mathematics 2013 State Snapshot Report. Mississippi. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  15. The Nation's Report Card Mathematics 2013 State Snapshot Report. Alaska. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  16. The Nation's Report Card Mathematics 2013 State Snapshot Report. Maryland. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  17. The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  18. The Nation's Report Card Mathematics 2013 State Snapshot Report. Utah. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  19. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Jersey. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  20. The Nation's Report Card Mathematics 2013 State Snapshot Report. Hawaii. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  1. The Nation's Report Card Mathematics 2013 State Snapshot Report. Florida. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  2. The Nation's Report Card Mathematics 2013 State Snapshot Report. Texas. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  3. The Nation's Report Card Mathematics 2013 State Snapshot Report. California. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  4. The Nation's Report Card Mathematics 2013 State Snapshot Report. Vermont. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  5. The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  6. The Nation's Report Card Mathematics 2013 State Snapshot Report. North Dakota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  7. The Nation's Report Card Mathematics 2013 State Snapshot Report. Louisiana. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  8. The Nation's Report Card Mathematics 2013 State Snapshot Report. Rhode Island. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  9. The Nation's Report Card Mathematics 2013 State Snapshot Report. Oklahoma. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  10. The Nation's Report Card Mathematics 2013 State Snapshot Report. Montana. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  11. The Nation's Report Card Mathematics 2013 State Snapshot Report. Wisconsin. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  12. The Nation's Report Card Mathematics 2013 State Snapshot Report. Colorado. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  13. The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  14. The Nation's Report Card Mathematics 2013 State Snapshot Report. North Carolina. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  15. The Nation's Report Card Mathematics 2013 State Snapshot Report. Delaware. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  16. The Nation's Report Card Mathematics 2013 State Snapshot Report. Kentucky. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  17. The Nation's Report Card Mathematics 2013 State Snapshot Report. Nebraska. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  18. The Nation's Report Card Mathematics 2013 State Snapshot Report. Pennsylvania. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  19. The Nation's Report Card Mathematics 2013 State Snapshot Report. South Carolina. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  20. The Nation's Report Card Mathematics 2013 State Snapshot Report. Wyoming. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  1. The Nation's Report Card Mathematics 2013 State Snapshot Report. Missouri. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  2. The Nation's Report Card Mathematics 2013 State Snapshot Report. District of Columbia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  3. The Nation's Report Card Mathematics 2013 State Snapshot Report. Maine. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  4. The Nation's Report Card Mathematics 2013 State Snapshot Report. South Dakota. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  5. The Nation's Report Card Mathematics 2013 State Snapshot Report. Ohio. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  6. The Nation's Report Card Mathematics 2013 State Snapshot Report. Indiana. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  7. The Nation's Report Card Mathematics 2013 State Snapshot Report. Tennessee. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  8. The Nation's Report Card Mathematics 2013 State Snapshot Report. Alaska. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  9. The Nation's Report Card Mathematics 2013 State Snapshot Report. Washington. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  10. The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  11. The Nation's Report Card Mathematics 2013 State Snapshot Report. Massachusetts. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  12. The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  13. The Nation's Report Card Mathematics 2013 State Snapshot Report. Alabama. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for…

  14. The Nation's Report Card Mathematics 2013 State Snapshot Report. Georgia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…

  15. The CTD Reading Study.

    ERIC Educational Resources Information Center

    Kadar-Fulop, Judit

    1985-01-01

    Reading ability of fourth- and eighth-grade Hungarians was assessed as part of the national CTD-80 (Curriculum Theory Department) survey. The texts used in the reading tests are analyzed, as are the reading tasks involved. Resulting achievement test results are presented and described in terms of the text characteristics. (GDC)

  16. The Relationship between Physical Fitness and Academic Achievement for Fourth Grade Students in Southeast Texas

    ERIC Educational Resources Information Center

    Robertson, Jordan

    2017-01-01

    This study examined the strength and direction of the relationship between the STAAR exam's reading and mathematics portions and the FitnessGRAM's cardiovascular portion for fourth grade students located in Region 6 from the state of Texas. Using existing, archival data consisting of 4,215 students from 36 elementary schools, a non-experimental…

  17. 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'…

  18. The Effect of Music and Sound Effects on the Listening Comprehension of Fourth Grade Students.

    ERIC Educational Resources Information Center

    Mann, Raymond E.

    This study was designed to determine if the addition of music and sound effects to recorded stories increased the comprehension and retention of information presented on tape to fourth grade students at three levels of reading ability. Two versions of four narrated stories were recorded, one version with music and sound effects, the other with…

  19. Escaparate. Programa de lectura y ensenanza del lenguaje, Unidad C. Guia Para El Maestro (Show Window. Reading and Language Learning Program, Unit C. Teacher's Guide).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    Instructions for use of "Escaparate," the third of eight Spanish reading and language instruction units developed by Edgewood School District's Bilingual Program, San Antonio, Texas, are given in this teacher guide. Originally intended for grades four through six, the program may be used from fourth grade to secondary school in Spanish reading and…

  20. Do Children Who Read More Books Know "What is Good Writing" Better Than Children Who Read Less? A Comparison Between Grade Levels and SES Groups

    ERIC Educational Resources Information Center

    Korat, Ofra; Schiff, Rachel

    2005-01-01

    We investigated how SES, grade level, and book reading experiences are related to children's writing self-efficacy as well as to their knowledge of "good writing" and "writing difficulties." The sample included 199 middle-high (HSES) and low (LSES) SES children (63 second graders, 67 fourth graders, and 69 sixth graders).…

  1. Exploring Reading with a Small Group of Fourth Grade Readers and Their Teachers through Collaborative Retrospective Miscue Analysis

    ERIC Educational Resources Information Center

    Poock, William Henry

    2017-01-01

    Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in…

  2. The Development of Reading and Spelling in Arabic Orthography: Two Parallel Processes?

    ERIC Educational Resources Information Center

    Taha, Haitham

    2016-01-01

    The parallels between reading and spelling skills in Arabic were tested. One-hundred forty-three native Arab students, with typical reading development, from second, fourth, and sixth grades were tested with reading, spelling and orthographic decision tasks. The results indicated a full parallel between the reading and spelling performances within…

  3. Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

  4. Influence of Prior Knowledge and Interest on Fourth- and Fifth-Grade Passage Comprehension on the Qualitative Reading Inventory-4

    ERIC Educational Resources Information Center

    Clark, Mary Kristen; Kamhi, Alan G.

    2014-01-01

    Purpose: In 2 experiments, we examined the influence of prior knowledge and interest on 4th- and 5th-grade students' passage comprehension scores on the Qualitative Reading Inventory-4 (QRI-4) and 2 experimenter constructed passages. Method: In Experiment 1, 4th- and 5th-grade students were administered 4 Level 4 passages or 4 Level 5…

  5. Streaming, Tracking and Reading Achievement: A Multilevel Analysis of Students in 40 Countries

    ERIC Educational Resources Information Center

    Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Joh, Sung Wook

    2017-01-01

    Grouping similar students together within schools ("streaming") or classrooms ("tracking") based on past literacy skills (reported by parents), family socioeconomic status (SES) or reading attitudes might affect their reading achievement. Our multilevel analysis of the reading tests of 208,057 fourth-grade students across 40…

  6. Examining Listening Previewing as a Classwide Strategy to Promote Reading Comprehension and Vocabulary

    ERIC Educational Resources Information Center

    Hawkins, Renee O.; Musti-Rao, Shobana; Hale, Andrea D.; McGuire, Shannon; Hailley, Jennifer

    2010-01-01

    Classwide instructional strategies to improve not only reading fluency but also comprehension and vocabulary knowledge are essential for student reading success. The current study examined the immediate effects of two classwide listening previewing strategies on reading comprehension and vocabulary knowledge. Twenty-one, fourth-grade general…

  7. Comparing Right and Left Brain Dominant Students on Reading Achievement Scores.

    ERIC Educational Resources Information Center

    Van Giesen, Angela M.; And Others

    1987-01-01

    Assesses the differences in reading achievement scores of remedial reading students identified as having differing hemispheric specializations by studying 64 fourth- and fifth-grade students in a remedial reading program. Suggests that no significant difference exists on the comprehension subtest when hemispheric preference was considered,…

  8. Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 4. Technical Report #1203

    ERIC Educational Resources Information Center

    Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

    2012-01-01

    In this technical report, we present the results of a reliability study of the fourth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

  9. Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability across Early Grades

    ERIC Educational Resources Information Center

    Koponen, Tuire; Aro, Mikko; Poikkeus, Anna-Maija; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Nurmi, Jari-Erik

    2018-01-01

    We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance…

  10. An Investigation of Two Instructional Settings in the Use of Semantic Mapping with Poor Readers. Program Report 85-4.

    ERIC Educational Resources Information Center

    Pittelman, Susan D.; And Others

    A study investigated whether semantic mapping is more effective for poor readers instructed in a small group of poor readers or in a class of students with mixed reading abilities. Students in five fourth-grade classes served as the control, receiving no semantic mapping instruction. Subjects, 39 fourth-grade poor readers, were presented semantic…

  11. A Child Becomes a Reader: Kindergarten through Grade 3. Proven Ideas from Research for Parents. Third Edition

    ERIC Educational Resources Information Center

    Armbruster, Bonnie B.; Lehr, Fran; Osborn, Jean

    2006-01-01

    The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding to take advantage of the learning opportunities in fourth grade and beyond--in school and in life. Learning to read and write starts at home, long before children go to school. Very…

  12. Investigating the Effects of the Academy of Reading Program on Middle School Reading Achievement

    ERIC Educational Resources Information Center

    Myers, Brenda Gail

    2016-01-01

    Using a quantitative ex post facto causal comparative research design, this study analyzed the effects of the Academy of Reading software program on students' reading achievement. Tennessee Comprehensive Assessment Program (TCAP) reading scale scores of students in the fourth, fifth, and sixth grades from 2013-2014 were utilized in this study. The…

  13. Readability of Magazines of Interest to Reading-Deficit Students.

    ERIC Educational Resources Information Center

    Miller, Maurice; And Others

    The reading abilities of low achieving high school students at two schools were compared to the readability levels of the magazines in which they showed interest. The median tested reading ability of these students was reported as third/fourth grade by their reading teachers. The reading specialist at one high school reported that boys had an…

  14. Use of the Polygraph to Determine Elementary School Students' Frustration Reading Level. Final Report.

    ERIC Educational Resources Information Center

    Eckwall, Eldon E.; English, Judy K.

    Using a polygraph to determine the reading frustration level of 62 third-, fourth-, and fifth-grade students, the researchers examined several factors related to reading frustration on informal reading inventories. Two primary concerns of the study were (1) to determine whether factors of intelligence, age, sex, ethnic background, reading level,…

  15. A Literacy Exercise: An Extracurricular Reading Program as an Intervention to Enrich Student Reading Habits in Qatar

    ERIC Educational Resources Information Center

    Nasser, Ramzi

    2013-01-01

    This paper evaluates an extracurricular reading activity in Qatari schools. The paper presents a two-month extracurricular reading program designed for fourth grade students. The methodology used triangulation of the data to analyze, in detail, the students' primary perceptions towards reading, teacher self-efficacy, teacher instructional behavior…

  16. Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

    ERIC Educational Resources Information Center

    Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

    2012-01-01

    We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

  17. Improving Student Attitude and Achievement in Reading through Daily Reading Practice and Teacher Intervention Strategies.

    ERIC Educational Resources Information Center

    Barrett, Karen; Kreiser, Diane

    This report describes a program designed to develop positive attitudes toward reading and to improve achievement in third and fourth grade students in two Midwestern communities. Teachers' observations and conversations with parents and students indicated students did not receive essential reading practice time to improve skills. Analysis of…

  18. 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.…

  19. Levels of Phonology Related to Reading and Writing in Middle Childhood

    ERIC Educational Resources Information Center

    Del Campo, Roxana; Buchanan, William R.; Abbott, Robert D.; Berninger, Virginia W.

    2015-01-01

    The relationships of different levels of phonological processing (sounds in heard and spoken words for whole words, syllables, phonemes, and rimes) to multi-leveled functional reading or writing systems were studied. Participants in this cross-sectional study were students in fourth-grade (n = 119, mean age 116.5 months) and sixth-grade (n = 105,…

  20. Developmental Relations between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

    ERIC Educational Resources Information Center

    Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

    2015-01-01

    The present study followed a sample of first-grade (N = 316, M[subscript age] = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and…

  1. Exploratory and Confirmatory Factor Analyses in Reading-Related Cognitive Component among Grade Four Students in Thailand

    ERIC Educational Resources Information Center

    Liao, Chen-Huei; Kuo, Bor-Chen; Deenang, Exkarach; Mok, Magdalena Mo Ching

    2016-01-01

    This study aimed to investigate the structure and the validity of the cognitive components of reading in Thai, which is a language with a high degree of grapheme-phoneme correspondence. The participants were 1181 fourth-grade students in 29 schools in Thailand, divided into two subsamples for data analysis. Phoneme isolation, rapid colour naming,…

  2. Examining the Internal Structure of the easyCBM Reading Measures, Grades K-5. Technical Report #1302

    ERIC Educational Resources Information Center

    Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

    2013-01-01

    In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5. Data were gathered from a convenience sample of 114 Kindergarten students, 43 first graders, 82 second graders, 100 third graders, 109 fourth graders, and 71 fifth graders attending schools in Oregon, Georgia, South…

  3. Multisyllabic Word-Reading Instruction with and without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation

    ERIC Educational Resources Information Center

    Toste, Jessica R.; Capin, Philip; Vaughn, Sharon

    2017-01-01

    This randomized controlled trial focused on 59 struggling readers in the third and fourth grades (30 female, 29 male) and examined the efficacy of an intervention aimed at increasing students' multisyllabic word reading (MWR). The study also explored the relative effects of an embedded motivational beliefs (MB) training component. Struggling…

  4. Improving Elementary Students' Engagement during Independent Reading through Teacher Conferencing, Teacher Modeling, and Student Choice

    ERIC Educational Resources Information Center

    Carey, Jenna L.; Howard, Cameron C.; Leftwich, Rebecca J.

    2013-01-01

    The purpose of this action research project report was to increase engagement during independent reading for 32 fourth-grade students and 26 seventh-grade science students. At Site A, data was collected from August 27, 2012 through December 14, 2012. At Site B, data was collected from September 24, 2012 through December 14, 2012. Students'…

  5. The Monitoring and Responding Behaviours of Proficient Fourth Grade Readers to Miscues on a Complex Scientific Text

    ERIC Educational Resources Information Center

    Kucer, Stephen B.

    2017-01-01

    The monitoring of meaning and the correction of miscues that fail to make sense are a hallmark of a proficient reader. Much of the research, however, has focused on the reading of fictional, narrative texts. In contrast, this research examines the monitoring and response behaviours of 35 proficient fourth grade readers (nine and 10 years of age)…

  6. Third and Fourth Grade Teacher Practices in Cognitive and Emotional/Social Development, Their Students' Opportunities for Emotional/Social Development, and Academic Self-Concept Moderated by Students' Mothers' Level of Education and Time Reading at Home

    ERIC Educational Resources Information Center

    Santos, Carol A.

    2009-01-01

    This study examines the relationships among third and fourth grade teacher practices in cognitive development: understanding, application, synthesis, and judgment; emotional/social development; their students' self-reported opportunities for emotional/social development; and academic self-concept. In addition, this study investigates the…

  7. Comparing the Efficiency of Repeated Reading and Listening-While-Reading to Improve Fluency and Comprehension

    ERIC Educational Resources Information Center

    Hawkins, Renee O.; Marsicano, Richard; Schmitt, Ara J.; McCallum, Elizabeth; Musti-Rao, Shobana

    2015-01-01

    An alternating treatments design was used to compare the effects of two reading fluency interventions on the oral reading fluency and maze accuracy of four fourth-grade students. Also, by taking into account time spent in intervention, the efficiency of the two interventions was compared. In the adult-mediated repeated reading (RR) condition,…

  8. Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research

    ERIC Educational Resources Information Center

    Begeny, John C.; Levy, Rebecca A.; Field, Stacey A.

    2018-01-01

    Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every…

  9. Evaluating the Efficacy of Using a Digital Reading Environment to Improve Reading Comprehension within a Reading Clinic

    ERIC Educational Resources Information Center

    Ortlieb, Evan; Sargent, Stephan; Moreland, Meagan

    2014-01-01

    This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text…

  10. Improving Recreational Reading Habits of Elementary Students.

    ERIC Educational Resources Information Center

    Krug, Marline; Fordonski, Patricia

    A study investigated the effectiveness of a program for improving the recreational reading habits of elementary students through the use of cross-age tutoring in critical reading strategies. The targeted population consisted of a kindergarten and a fourth-grade class in the growing upper-middle-class community of Geneva, Illinois, located…

  11. Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms

    ERIC Educational Resources Information Center

    Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette

    2016-01-01

    Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…

  12. Developing Critical Reading Skills through Whole Language Strategies.

    ERIC Educational Resources Information Center

    Combs, Robin

    A teacher used classics of children's literature to teach critical reading skills. Although scoring above the national average on the Iowa Tests of Basic Skills (ITBS), the teacher's fourth-grade gifted students exhibited problems with critical reading skills. A literature unit involving whole language strategies and using Beverly Cleary's…

  13. Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

    2014-01-01

    This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for…

  14. Reading Comprehension Requires Knowledge--of Words and the World.

    ERIC Educational Resources Information Center

    Hirsch, E. D., Jr.

    2003-01-01

    The "fourth grade slump" in reading comprehension still exists. Among poor children, low comprehension ruins their chances for academic success. Among all children, comprehension scores are stagnant. Research indicates that key to both problems is systematically building children's vocabulary, fluency, and domain knowledge. To improve reading,…

  15. Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure

    ERIC Educational Resources Information Center

    Vasquez, Eleazar, III; Slocum, Timothy A.

    2012-01-01

    This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min…

  16. Reading in Multiple Orthographies: Differences and Similarities in Reading in Spanish and English for English Learners

    ERIC Educational Resources Information Center

    Goodwin, Amanda P.; August, Diane; Calderon, Margarita

    2015-01-01

    The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…

  17. Motivating Student Reading Through Read-Alouds and Home-School Independent Reading.

    ERIC Educational Resources Information Center

    Wojciechowski, Linda; Zweig, Deborah

    This report describes a plan for motivating students to read in order to allow them to enjoy and appreciate literature and to provide the practice necessary to become effective readers. The targeted population consisted of first and fourth grade students in a middle class community, located in the Middle West. The problems of minimal time engaged…

  18. Formative, Informative, and Summative Assessment: The Relationship among Curriculum-Based Measurement of Reading, Classroom Engagement, and Reading Performance

    ERIC Educational Resources Information Center

    Marchand, Gwen C.; Furrer, Carrie J.

    2014-01-01

    This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…

  19. Exploring the Implementation, Effectiveness and Costs of the Reading Partners Program

    ERIC Educational Resources Information Center

    Jacob, Robin; Elson, Dean; Bowden, Brooks; Armstrong, Catherine

    2015-01-01

    Reading skills are the key building blocks of a child's formal education. Yet, the national statistics on literacy attainment are profoundly distressing: two out of three American fourth graders are reading below grade level and almost one third of children nationwide lack even basic reading skills. This study reports on an evaluation of the…

  20. A Comparison of Performance on a Silent Informal Reading Inventory and Achievement on a Standardized Reading Test.

    ERIC Educational Resources Information Center

    Birger, Barbara

    A study compared performance on a silent informal reading inventory and achievement on a standardized reading test, focusing on students' individual skill needs and how effective tests were in identifying specific strengths and weaknesses in these skill areas. Subjects, 25 students entering fourth grade in a primarily middle class suburban…

  1. Perspectives on the Impact of the 1994 Trial State Assessments: State Assessment Directors, State Mathematics Specialists, and State Reading Specialists.

    ERIC Educational Resources Information Center

    Hartka, Liz; Stancavage, Fran

    This paper is the fourth in a series prepared for the National Academy of Education on the evaluation of the National Assessment of Educational Progress Trial State Assessment (TSA) and the impact of reporting TSA results. This paper provides a perspective on the last of the TSAs, an assessment of fourth-grade reading that was carried out in 44…

  2. Computer-Based Reading Technology in the Classroom: The Affective Influence of Performance Contingent Point Accumulation on 4th Grade Students

    ERIC Educational Resources Information Center

    Putman, S. Michael

    2005-01-01

    The purpose of the present study was to investigate the relationship between the number of Accelerated Reader points accumulated by students and their level of self-efficacy and value of reading. The fourteen week study examined 68 fourth grade students who attended an elementary school in a suburban location near a large Midwestern city.…

  3. Genetic and Environmental Etiologies of the Longitudinal Relations between Prereading Skills and Reading

    ERIC Educational Resources Information Center

    Christopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.

    2015-01-01

    The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print…

  4. Measuring adult literacy students' reading skills using the Gray Oral Reading Test.

    PubMed

    Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D; Calhoon, Mary Beth; Nanda, Alice O

    2009-12-01

    There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.

  5. Examining the genetic and environmental associations among spelling, reading fluency, reading comprehension and a high stakes reading test in a combined sample of third and fourth grade students

    PubMed Central

    Little, Callie W.

    2015-01-01

    The present study is an examination of the genetic and environmental effects on the associations among reading fluency, spelling and earlier reading comprehension on a later reading comprehension outcome (FCAT) in a combined sample of 3rd and 4th grade students using data from the 2011-2012 school year of the Florida Twin project on Reading (Taylor et al., 2013). A genetically sensitive model was applied to the data with results indicating a common genetic component among all four measures, along with shared and non-shared environmental influences common between reading fluency, spelling and FCAT. PMID:26770052

  6. ACEIdeas.

    ERIC Educational Resources Information Center

    Barbour, Nita H.

    1983-01-01

    Offers three ideas for classroom activities in a "dip-and-save" format: (1) introducing formal map study in the third and fourth grades, (2) teaching reading readiness to prekindergarten and kindergarten children, and (3) teaching plant propagation and care in first through sixth grades. (RH)

  7. Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

    PubMed

    Dombek, Jennifer; Crowe, Elizabeth C; Spencer, Mercedes; Tighe, Elizabeth L; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-04-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies ( d =2.2) and science ( d =2.1) knowledge, with some evidence of improving oral and reading comprehension skills ( d =.125).

  8. The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction--And What We Can Do about It

    ERIC Educational Resources Information Center

    Sherman, Lee; Ramsey, Betsy

    2006-01-01

    Reading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level and a similar proportion of adults read at the lowest two levels of prose literacy. Here, the authors present an unflinching examination of the science…

  9. Effects of An Integrated Format for Reading Instruction on the Comprehension and Word-Recognition Performance of Fourth- and Fifth-Grade Students Who Exhibit Severe Reading Problems.

    ERIC Educational Resources Information Center

    Parmer, Lavada Jacumin; Thames, Dana G.; Kazelskis, Richard

    A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction…

  10. Reciprocal Peer Tutoring and Repeated Reading: Increasing Practicality Using Student Groups

    ERIC Educational Resources Information Center

    Oddo, Maria; Barnett, David W.; Hawkins, Renee O.; Musti-Rao, Shobana

    2010-01-01

    Previous research has investigated the efficacy of peer-mediated repeated reading (RR) interventions carried out by student dyads. This research extends the existing research by investigating the impact of RR on oral reading fluency and comprehension when carried out by a teacher in small groups of fourth-grade students. Outcomes were analyzed…

  11. How Logical Reasoning Mediates the Relation between Lexical Quality and Reading Comprehension

    ERIC Educational Resources Information Center

    Segers, Eliane; Verhoeven, Ludo

    2016-01-01

    The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of…

  12. Students with Reading Disabilities Participating in Literature Discussions: A Case Study

    ERIC Educational Resources Information Center

    O'Brien, Elysha Patino

    2011-01-01

    This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30-to-60 minutes each, for 12 weeks. The students attended a Title I school and most were…

  13. Shallow and Deep Orthographies in Hebrew: The Role of Vowelization in Reading Development for Unvowelized Scripts

    ERIC Educational Resources Information Center

    Schiff, Rachel

    2012-01-01

    The present study explored the speed, accuracy, and reading comprehension of vowelized versus unvowelized scripts among 126 native Hebrew speaking children in second, fourth, and sixth grades. Findings indicated that second graders read and comprehended vowelized scripts significantly more accurately and more quickly than unvowelized scripts,…

  14. Factors That Influence the Reading Motivation of Fourth and Fifth Grade Students in a Midwest Urban Elementary School

    ERIC Educational Resources Information Center

    O'Garro, Jo A.

    2017-01-01

    Reading motivation has been found to impact both literacy development and student achievement. Unfortunately, reading motivation tends to decline as students get older, and many students lose interest in reading by middle school (Edmunds & Bauserman, 2006). This decrease can have a negative impact on achievement and may also contribute to…

  15. Variations in Teachers' Management of and Time Spent on Reading Instruction: Effects on Student Learning.

    ERIC Educational Resources Information Center

    Felsenthal, Helen; Kirsch, Irwin

    To determine if there was variability in scheduled and engaged time in reading among classrooms and in management style among teachers and to see if these factors accounted for differences on a standardized reading achievement measure, a study was conducted involving 13 fourth, fifth, and sixth grade reading classrooms. Pretest and posttest data…

  16. A Case Study: The Implementation of a Problem-Solving Model with a Student with Reading Difficulties in Turkey

    ERIC Educational Resources Information Center

    Ozmen, E. Ruya; Doganay-Bilgi, Arzu

    2016-01-01

    The purpose of this case study was to improve the reading accuracy and reading comprehension of a 10-year-old fourth-grade female student with reading difficulties. For that purpose, the problem- solving model was implemented in four stages. These stages included problem identification, problem analysis, intervention, and evaluation. During the…

  17. Reading Intervention with K-4 Struggling Readers: The Effect of Using Minimally Trained Tutors in One Inner-City Public School

    ERIC Educational Resources Information Center

    Lipsey, Tammy

    2010-01-01

    The purpose of this quasi-experimental study was to evaluate the effectiveness of an early reading intervention method designed for students who were in need of extra help in reading. The early reading intervention (tutoring) was conducted for Kindergarten through fourth grade students. Specifically, this dissertation investigated the question: To…

  18. Phrasing in the speech and reading of the hearing impaired.

    PubMed

    Gregory, J F

    1986-08-01

    The study reported here explored a partial explanation for the fourth-grade "bottleneck" in literacy advancement by hearing-impaired students. Speech samples from 21 deaf subjects were rated for degree of evident phrasal quality. Likewise, reading comprehension scores for each student were obtained under four reading conditions: reading in whole sentences, in phrases, in fragmented word groups, and in single words. Degree of rated speech phrasality was found to relate significantly and positively to correct recall answers to questions based upon silent reading of passages typed in meaningful word groups (but not when the passages were typed in whole sentences, fragmented word groups, or in single words). The results were taken to suggest that--whereas staccato-speaking deaf students may lack a sense of the phrase altogether--phrasal-speaking deaf youngsters fail to independently apply their phrase sense in the normal reading situation. Thus, both types of deaf youngsters have difficulty affecting the transition to phrase reading that is common for hearing students at or about the fourth-grade level. Finally, I argue that this phrase sense can be instilled in hearing-impaired students and that they can be trained to use it in reading.

  19. An Exploration of Instructional Practices That Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. NCEE 2017-4024

    ERIC Educational Resources Information Center

    Chiang, Hanley; Walsh, Elias; Shanahan, Timothy; Gentile, Claudia; Maccarone, Alyssa; Waits, Tiffany; Carlson, Barbara; Rikoon, Samuel

    2017-01-01

    Reading comprehension--the ability to understand the meaning of text--is a foundational ability that enables children to learn in school and throughout life. Children who struggle with reading comprehension in the third or fourth grade are at high risk for dropping out of school, with detrimental effects on their future employment, income, and…

  20. The CTD-80 Survey Introduction.

    ERIC Educational Resources Information Center

    Kadar-Fulop, Judit; Bathory, Zoltan

    1985-01-01

    Hungary's national institute of education carried out the Curriculum Theory Department (CTD-80) national asessment in 1980. Reading, mathematics, and practical science achievement were measured, as well as teacher attitudes. Particular emphasis was placed on eighth-grade students; fourth graders were tested in reading. (GDC)

  1. Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

    PubMed

    Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar

    2010-04-01

    The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.

  2. The Role of Oral Language and Reading in the Transfer of Skills from Spanish to English Reading.

    ERIC Educational Resources Information Center

    Lopez-Emslie, Julia Rosa

    A study to determine the role of oral language and reading skills in the transfer from two years of reading in Spanish to reading in English had as subjects 191 fourth grade students in a bilingual education program. Students were tested and classified as efficient and non-efficient readers. It was found that: (1) there is a relationship between…

  3. Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades

    ERIC Educational Resources Information Center

    Droop, Mienke; van Elsäcker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo

    2016-01-01

    The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…

  4. The Role of Knowledge Base and Declarative Metamemory in the Acquisition of a Reading Strategy.

    ERIC Educational Resources Information Center

    Gaultney, Jane F.; Hack-Weiner, Nancy

    A study examined whether previous knowledge facilitates the acquisition of a reading comprehension strategy by children who are poor readers. Subjects, 54 fourth- and fifth-grade boys in Palm Beach County, Florida, who were poor readers and baseball experts, were trained in the use of a reading strategy (asking "why" questions), with…

  5. 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…

  6. Development and Validity of the Rating Scales of Academic Skills for Reading Comprehension

    ERIC Educational Resources Information Center

    Shapiro, Edward S.; Gebhardt, Sarah; Flatley, Katie; Guard, Kirra B.; Fu, Qiong; Leichman, Erin S.; Calhoon, Mary Beth; Hojnoski, Robin

    2017-01-01

    The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described--the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on…

  7. 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…

  8. The Impact of Project-Based Learning on Fourth-Grade Students' Understanding in Reading

    ERIC Educational Resources Information Center

    Williams, Dana L.

    2017-01-01

    The purpose of this quantitative, non-experimental, descriptive study was to determine if participation in project-based learning developed the understanding students need to transfer their knowledge and skills to achieve higher composite and reading scores, as well as demonstrate the ability to read increasingly complex texts on the ACT Aspire as…

  9. Examining the Effect of Computer-Based Passage Presentation on Reading Test Performance

    ERIC Educational Resources Information Center

    Higgins, Jennifer; Russell, Michael; Hoffmann, Thomas

    2005-01-01

    To examine the impact of transitioning 4th grade reading comprehension assessments to the computer, 219 fourth graders were randomly assigned to take a one-hour reading comprehension assessment on paper, on a computer using scrolling text to navigate through passages, or on a computer using paging text to navigate through passages. This study…

  10. 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;…

  11. Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

    PubMed Central

    Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon

    2015-01-01

    We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self-reported self-efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self-efficacy compared to typical readers. PMID:26997755

  12. Learning Novel Words by Ear or by Eye? An Advantage for Lexical Inferencing in Listening versus Reading Narratives in Fourth Grade

    ERIC Educational Resources Information Center

    Geva, Esther; Galili, Kama; Katzir, Tami; Shany, Michal

    2017-01-01

    This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities--reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly…

  13. Reciprocal teaching of social studies in inclusive elementary classrooms.

    PubMed

    Lederer, J M

    2000-01-01

    Reading comprehension relies on the use of metacognitive strategies. Reciprocal teaching has been found to be an effective comprehension technique to use with students with learning disabilities. This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in fourth-, fifth-, and sixth-grade inclusive classrooms. One hundred and twenty-eight students in Grades 4, 5, and 6 participated. Four comprehension assessments were administered, as well as an external measure and 30-day maintenance assessment. A mixed-design MANOVA was used to determine interaction on three reading comprehension measures. Results indicated that all students improved their performance on comprehension measures compared with students in the control groups. Improvement continued to be displayed after 30 days in both the sixth and the fourth grades. Students with learning disabilities significantly improved their ability to compose summaries compared to the control students.

  14. 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.

  15. McGraw-Hill Programmed Reading Evaluation.

    ERIC Educational Resources Information Center

    Norfolk Public Schools, VA.

    One of the programs included in "Effective Reading Programs...," this program, begun in 1972, serves about 3,600 disadvantaged first through fourth grade students. The independent learning approach is featured in this program. Placement tests help teachers determine each child's needs, and diagnostic tests monitor student progress.…

  16. Reading Exercises on Mexican Americans.

    ERIC Educational Resources Information Center

    Almaraz, Felix D., Jr.; Almaraz, Maria O.

    Short biographical sketches and drawings of 30 prominent Mexican Americans are presented in this book of reading exercises. Written on a fourth or fifth grade level, the book includes figures representing a variety of occupations and fields of achievement: the arts, sports, business, journalism, education, entertainment, literature, medicine, law,…

  17. The influence of inattention and rapid automatized naming on reading performance.

    PubMed

    Pham, Andy V; Fine, Jodene Goldenring; Semrud-Clikeman, Margaret

    2011-04-01

    The current study examined the relation between attention, rapid automatized naming (RAN), and reading fluency among typically developing children. A total of 104 third- and fourth-grade children (8-11 years of age) completed RAN measures consisting of four stimuli (letter, digit, color, and object) and an oral reading fluency measure from the Gray Oral Reading Test-Fourth Edition. Correlational and hierarchical regression analyses revealed that all four RAN stimuli, particularly letter RAN, were significant predictors of reading fluency. Additionally, parent and teacher ratings of inattention from the Swanson, Nolan and Pelham-Version Four rating scale predicted RAN after controlling for gender, working memory, and estimated IQ. Further analyses indicated that RAN performance mediated the relation between inattention and reading fluency. Results support the need to consider attentional variables when assessing reading performance, even among typically developing children.

  18. Student-Described Engagement with Text: Insights Are Discovered from Fourth Graders

    ERIC Educational Resources Information Center

    Weih, Timothy G.

    2014-01-01

    This article reports on a research study investigating student-described engagement with self-selected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to…

  19. Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

    PubMed Central

    Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2016-01-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125). PMID:28479610

  20. The Role of Heredity in Reading Disability.

    ERIC Educational Resources Information Center

    Delker, Laryl Lee

    A clinical and genetic analysis was made on the basis of 52 families: 27 were from reading clinics where at least one child in the family had been diagnosed as having a reading disability; 25 were families of children selected from a third-, fourth-, or fifth-grade class on the basis of having average or above-average IQ and achievement. Through…

  1. The Relation between Global and Specific Mindset with Reading Outcomes for Elementary School Students

    ERIC Educational Resources Information Center

    Petscher, Yaacov; Al Otaiba, Stephanie; Wanzek, Jeanne; Rivas, Brenna; Jones, Francesca

    2017-01-01

    An emerging body of research has evaluated the role of growth mindset in educational achievement, yet little work has focused on the unique role of mindset to standardized reading outcomes. Our study presents 4 key outcomes in a sample of 195 fourth-grade students. First, we evaluated the dimensionality of general and reading-specific mindset and…

  2. English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School

    ERIC Educational Resources Information Center

    Park, Ho-Ryong; Kim, Deoksoon

    2016-01-01

    This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…

  3. The Use of Cloze Procedure in Adult Literacy Programs.

    ERIC Educational Resources Information Center

    Rosenkranz, Catherine

    The study was designed to determine whether cloze procedure could be used in adult literacy programs for students reading at or above the fourth grade level by investigating the procedure's: acceptability for the students, utility in matching students to reading material, and substitutability for standardized tests. Eighty-five Rhode Island…

  4. Cueing Strategies and Basic Skills in Early Reading.

    ERIC Educational Resources Information Center

    Beebe, Mona J.; Bulcock, Jeffrey W.

    The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…

  5. Children's Inferential Comprehension of Pragmatic Causal Relations in Reading.

    ERIC Educational Resources Information Center

    Morgan, Argiro Louchis

    A study investigated the separate and combined effects of the syntactic organization of the sentence, the contextual framework in which a message is embedded, and the readers' past experiences on children's inferential reading comprehension of pragmatic cause/effect statements. The subjects, 144 fourth grade students, were asked to specify the…

  6. Training General Education Pupils to Monitor Reading Using Curriculum-Based Measurement Procedures.

    ERIC Educational Resources Information Center

    Bentz, Johnell; And Others

    1990-01-01

    Although systematic monitoring of student progress has been associated with improved achievement, few teachers engage in progress monitoring because of testing-time requirements. Compared accuracy of 14 trained fourth- and fifth-grade general education students' curriculum-based reading assessments of second and third graders to accuracy of…

  7. Children's Learning Strategies in Language Immersion Classrooms.

    ERIC Educational Resources Information Center

    Chamot, Anna Uhl; El-Dinary, Pamela Beard

    This paper reports on an investigation of learning strategy applications in elementary foreign language immersion classrooms. The focus of the paper is on identifying strategies more and less effective learners use for classroom reading and writing tasks in the target language. Think-aloud data from third grade and fourth grade students were…

  8. Reading motivation, reading amount, and text comprehension in deaf and hearing adults.

    PubMed

    Parault, Susan J; Williams, Heather M

    2010-01-01

    The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.

  9. A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

    ERIC Educational Resources Information Center

    CTB / McGraw-Hill, Monterey, CA.

    A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

  10. Development of Multiple Regression Equations To Predict Fourth Graders' Achievement in Reading and Selected Content Areas.

    ERIC Educational Resources Information Center

    Hafner, Lawrence E.

    A study developed a multiple regression prediction equation for each of six selected achievement variables in a popular standardized test of achievement. Subjects, 42 fourth-grade pupils randomly selected across several classes in a large elementary school in a north Florida city, were administered several standardized tests to determine predictor…

  11. [Usefulness and limitations of rapid automatized naming to predict reading difficulties after school entry in preschool children].

    PubMed

    Kaneko, Masato; Uno, Akira; Haruhara, Noriko; Awaya, Noriko

    2012-01-01

    We investigated the usability and limitations of Rapid Automatized Naming (RAN) results in 6-year-old Japanese preschool children to estimate whether reading difficulties will be encountered after school entry. We administered a RAN task to 1,001 preschool children. Then after they had entered school, we performed follow-up surveys yearly to assess their reading performance when these children were in the first, second, third and fourth grades. Also, we examined Hiragana non-words and Kanji words at each time point to detect the children who were having difficulty with reading Hiragana and Kanji. Results by Receiver Operating Characteristic analysis showed that the RAN result in 6-year-old preschool children was predictive of Kanji reading difficulty in the lower grades of elementary school, especially in the second grade with a probability of 0.86, and the area under the curve showed a probability of 0.84 in the third grade. These results suggested that the RAN task was useful as a screening tool.

  12. Reading Accuracy and Speed of Vowelized and Unvowelized Scripts among Dyslexic Readers of Hebrew: The Road Not Taken

    ERIC Educational Resources Information Center

    Schiff, Rachel; Katzir, Tami; Shoshan, Noa

    2013-01-01

    The present study examined the effects of orthographic transparency on reading ability of children with dyslexia in two Hebrew scripts. The study explored the reading accuracy and speed of vowelized and unvowelized Hebrew words of fourth-grade children with dyslexia. A comparison was made to typically developing readers of two age groups: a group…

  13. Impacts after One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results from a Cluster Randomized Trial

    ERIC Educational Resources Information Center

    Aber, J. Lawrence; Torrente, Catalina; Starkey, Leighann; Johnston, Brian; Seidman, Edward; Halpin, Peter; Shivshanker, Anjuli; Weisenhorn, Nina; Annan, Jeannie; Wolf, Sharon

    2017-01-01

    This article examines the effects of one year of exposure to "Learning to Read in a Healing Classroom" (LRHC) on the reading and math skills of second- to fourth-grade children in the low-income and conflict-affected Democratic Republic of the Congo. LRHC consists of two primary components: teacher resource materials that infuse…

  14. Student Testing: Issues Related to Voluntary National Mathematics and Reading Tests. Report to the Honorable William F. Goodling, Chairman, Committee on Education and the Workforce, House of Representatives, and the Honorable John Ashcroft, U.S. Senate.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Health, Education, and Human Services Div.

    Information was sought about three main issues related to voluntary national tests for fourth-grade reading and eighth-grade mathematics: (1) the relationship between the National Assessment Governing Board and the U.S. Department of Education; (2) costs of developing the national voluntary tests and procedures for hiring contractors; and (3)…

  15. Integration of Arts Education into the Core Reading Curriculum: A Quasi-Experimental Study

    ERIC Educational Resources Information Center

    Bernard, Mona J.

    2017-01-01

    Students who acquire reading comprehension using arts integration will have the opportunity to improve their ability to learn through the following subjects writing, science, language arts, social studies, and mathematics. The problem is economically disadvantaged third-, fourth-, and fifth-grade students did not make adequate yearly gains or pass…

  16. The Effect of CAI on Reading Achievement.

    ERIC Educational Resources Information Center

    Hardman, Regina

    A study determined whether computer assisted instruction (CAI) had an effect on students' reading achievement. Subjects were 21 randomly selected fourth-grade students at D. S. Wentworth Elementary School on the south side of Chicago in a low-income neighborhood who received a year's exposure to a CAI program, and 21 randomly selected students at…

  17. The Relationship between Treatment Integrity and Acceptability of Reading Interventions for Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Mautone, Jennifer A.; DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary Vile; Volpe, Robert J.

    2009-01-01

    This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data-based academic intervention (IDAI) and traditional data-based academic intervention (TDAI). Participants included 83 first- through fourth-grade students who met research criteria for…

  18. The Effects of Note-Taking Skills Instruction on Elementary Students' Reading

    ERIC Educational Resources Information Center

    Chang, Wan-Chen; Ku, Yu-Min

    2015-01-01

    The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills…

  19. Challenges and Opportunities in Adult Education.

    ERIC Educational Resources Information Center

    Brand, Betsy

    Literacy and work force preparedness are two of the most important issues facing education today. Findings of nationwide studies show that reading and writing performance of students is inadequate. One of every eight current workers reads at the fourth-grade level or lower. The nation's economic future will be determined by the quality and…

  20. The Relationship between Cognate Awareness and English Comprehension among Spanish-English Bilingual Fourth Grade Students

    ERIC Educational Resources Information Center

    Proctor, C. Patrick; Mo, Elaine

    2009-01-01

    This study was designed to investigate the effect of English reading comprehension on cognate knowledge among a sample of Spanish-speaking bilinguals alongside their monolingual English-speaking counterparts. In order to understand this developmental relationship, the effects of English reading comprehension were controlled in regression analyses,…

  1. Effects of a Technology-Assisted Reading Comprehension Intervention for English Learners with Learning Disabilities

    ERIC Educational Resources Information Center

    Jozwik, Sara L.; Douglas, Karen H.

    2017-01-01

    This study integrated technology tools into a reading comprehension intervention that used explicit instruction to teach strategies (i.e., asking questions, making connections, and coding the text to monitor for meaning) to mixed-ability small groups, which included four English Learners with learning disabilities in a fourth-grade general…

  2. Vocabulary Improvement and Reading in English Language Learners: An Intervention Study.

    ERIC Educational Resources Information Center

    McLaughlin, Barry; August, Diane; Snow, Catherine; Carlo, Maria; Dressler, Cheryl; White, Claire; Lively, Teresa; Lippman, David

    This study involves the collaboration of researchers with 24 teachers in a 3-year intervention study aimed at investigating and improving vocabulary knowledge and reading comprehension of fourth and fifth grade students for whom English is a second language. Cross-sectional and longitudinal data were collected on various aspects of vocabulary…

  3. Using Pictures to Assist in Comprehension and Recall.

    ERIC Educational Resources Information Center

    Rich, Rebecca Z.; Blake, Sylvia

    1994-01-01

    This article describes a picture drawing strategy to enhance the comprehension of fourth- and fifth-grade students with language and reading problems. Students used adhesive notes to draw pictures of main ideas as they read aloud or listened. Students learned the strategy rapidly and were able to use the pictures to generate summary statements.…

  4. Using Geospatial Analysis to Align Little Free Library Locations with Community Literacy Needs

    ERIC Educational Resources Information Center

    Rebori, Marlene K.; Burge, Peter

    2017-01-01

    We used geospatial analysis tools to develop community maps depicting fourth-grade reading proficiency test scores and locations of facilities offering public access to reading materials (i.e., public libraries, elementary schools, and Little Free Libraries). The maps visually highlighted areas with struggling readers and areas without adequate…

  5. The Influence of Inattention on Rapid Automatized Naming and Reading Skills

    ERIC Educational Resources Information Center

    Pham, Andy V.

    2010-01-01

    The purpose of this study is to determine how behavioral symptoms of inattention predict rapid automatized naming (RAN) performance and reading skills in typically developing children. Participants included 104 third- and fourth-grade children from different elementary schools in mid-Michigan. RAN performance was assessed using the four Rapid…

  6. Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study

    PubMed Central

    Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle

    2014-01-01

    The present study followed a sample of first grade students (N = 316, mean age = 7.05 at first test) through fourth grade to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed. PMID:25201552

  7. Using Children's Literature to Teach about the American Revolution.

    ERIC Educational Resources Information Center

    Drake, Janet J.; Drake, Frederick D.

    1990-01-01

    Reports on an ethnographic study in which the teacher of a combined third and fourth grade class reads historical literature from the U.S. Revolutionary period to students daily for nine weeks. Finds that study of historical content through literature is appropriate at these grade levels. Reports student enthusiasm for this activity. (SLM)

  8. Interactive Whiteboard Use: The Catalyst of Student Achievement

    ERIC Educational Resources Information Center

    Lamberth, Tenneille Terrell

    2012-01-01

    The No Child Left Behind (NCLB) Act of 2001 forced school districts to become more accountable by requiring all students to read on grade level by the year 2014. However, President Obama's educational policy shift is allowing states to develop their own accountability and improvement system. This study examined fourth and eighth grade math…

  9. The Effects of Translanguaging on the Bi-Literate Inferencing Strategies of Fourth Grade Learners

    ERIC Educational Resources Information Center

    Mgijima, Vukile Desmond; Makalela, Leketi

    2016-01-01

    Previous research suggests that enhanced cognitive and metacognitive skills are achieved when translanguaging techniques are applied in a multilingual classroom. This paper presents findings on the effects of translanguaging techniques on teaching grade 4 learners how to apply relevant background knowledge when drawing inferences during reading.…

  10. The Relationship between Mastery Orientation Goals, Student Self-Efficacy for Reading and Reading Achievement in Intermediate Level Learners in a Rural School District

    ERIC Educational Resources Information Center

    Waleff, Marci Lyn

    2010-01-01

    Some fourth, fifth and sixth grade students in a rural Pennsylvania school district are not achieving at a proficient level and have low self-efficacy in reading. The purpose of this study was to determine the relationship between teacher implemented mastery orientation goals, students' judgment of their ability to perform the task of reading…

  11. Word Recognition Error Analysis: Comparing Isolated Word List and Oral Passage Reading

    ERIC Educational Resources Information Center

    Flynn, Lindsay J.; Hosp, John L.; Hosp, Michelle K.; Robbins, Kelly P.

    2011-01-01

    The purpose of this study was to determine the relation between word recognition errors made at a letter-sound pattern level on a word list and on a curriculum-based measurement oral reading fluency measure (CBM-ORF) for typical and struggling elementary readers. The participants were second, third, and fourth grade typical and struggling readers…

  12. The Extent, Causes, and Importance of Context Effects on Item Parameters for Two Latent-Trait Models.

    ERIC Educational Resources Information Center

    Yen, Wendy M.

    The extent, causes, and importance of context effects on item parameters for one- and three-parameter latent-trait models were examined. Items were taken from the California Achievement Tests Reading Comprehension and Mathematics Concepts and Applications subtests. The reading items were administered to 1,678 fourth-grade students, and the…

  13. Roles of Attention Shifting and Inhibitory Control in Fourth-Grade Reading Comprehension

    ERIC Educational Resources Information Center

    Kieffer, Michael J.; Vukovic, Rose K.; Berry, Daniel

    2013-01-01

    Executive functioning (EF) refers to a set of higher order, core cognitive processes that facilitate planning, problem solving, and the initiation and maintenance of goal-directed behavior. Although recent research has established the importance of EF for word reading development in early childhood, few studies have investigated the role of EF in…

  14. The Reading Profile of Turkish Primary School Students

    ERIC Educational Resources Information Center

    Dag, Nilgün

    2017-01-01

    This study aims to reveal the reading profile of primary school students. The research design is based on a survey model with the research population being comprised of primary school students in the 2014-2015 academic year in the city center of Nevsehir, Turkey. The sample of the study consists of 120 fourth-grade students. The research data was…

  15. Lexical Quality and Executive Control Predict Children's First and Second Language Reading Comprehension

    ERIC Educational Resources Information Center

    Raudszus, Henriette; Segers, Eliane; Verhoeven, Ludo

    2018-01-01

    This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years,…

  16. Reader Identity and the Common Core: Agency and Identity in Leveled Reading

    ERIC Educational Resources Information Center

    Abodeeb-Gentile, Theresa; Zawilinski, Lisa

    2013-01-01

    This article moves beyond the common core and leveled literacy instruction to demonstrate how diverse learners in one fourth grade classroom, challenged teacher authority in an effort to position themselves as capable readers. In doing so, they implored the teachers to consider the social context of reading as an essential component to the ways in…

  17. Leaving No American Indian/Alaska Native Behind: Identifying Reading Strengths and Needs

    ERIC Educational Resources Information Center

    Buly, Marsha Riddle

    2005-01-01

    American Indian/Alaska Native (AI/AN) students are often labeled as struggling readers based on the results of large-scale standardized tests yet little empirical data about specific strengths and needs exists. In the present study we looked beyond high-stakes assessment to highlight reading strengths and needs for a group of fourth grade American…

  18. Methodological Issues in Comparative Educational Studies: The Case of the IEA Reading Literacy Study.

    ERIC Educational Resources Information Center

    Binkley, Marilyn, Ed.; And Others

    This report discusses various methodological issues confronted in the Reading Literacy Study conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) and issues relating to analysis of the data. The study analyzed in the report involved fourth- and ninth-grade students (9-year-olds and…

  19. Mechanisms of attention in reading parafoveal words: a cross-linguistic study in children.

    PubMed

    Siéroff, Eric; Dahmen, Riadh; Fagard, Jacqueline

    2012-05-01

    The right visual field superiority (RVFS) for words may be explained by the cerebral lateralization for language, the scanning habits in relation to script direction, and spatial attention. The present study explored the influence of spatial attention on the RVFS in relation to scanning habits in school-age children. French second- and fourth-graders identified briefly presented French parafoveal words. Tunisian second- and fourth-graders identified Arabic words, and Tunisian fourth-graders identified French words. The distribution of spatial attention was evaluated by using a distracter in the visual field opposite the word. The results of the correct identification score showed that reading direction had only a partial effect on the identification of parafoveal words and the distribution of attention, with a clear RVFS and a larger effect of the distracter in the left visual field in French children reading French words, and an absence of asymmetry when Tunisian children read Arabic words. Fourth-grade Tunisian children also showed an RVFS when reading French words without an asymmetric distribution of attention, suggesting that their native language may have partially influenced reading strategies in the newly learned language. However, the mode of letter processing, evaluated by a qualitative error score, was only influenced by reading direction, with more sequential processing in the visual field where reading "begins." The distribution of attention when reading parafoveal words is better explained by the interaction between left hemisphere activation and strategies related to reading direction. We discuss these results in light of an attentional theory that dissociates selection and preparation.

  20. How Reader Girl Got Her Groove Back: One Woman's Heroic Quest to Overcome the Classics

    ERIC Educational Resources Information Center

    Hale, Shannon

    2008-01-01

    This author has been a "reader girl" since the third grade, when she first read "Trumpet of the Swan" on her own. Fourth grade brought C. S. Lewis, Lloyd Alexander, and Joan Aiken. Fifth grade was Cynthia Voigt, Anne McCaffrey, and Robin McKinley. And so it continued with Ellen Raskin, Patricia McKillip, and L. M. Montgomery, a veritable battalion…

  1. A Look inside the Fourth-Grade Reading Classroom. Policy Notes. Volume 18, Number 3, Fall 2010

    ERIC Educational Resources Information Center

    Coley, Richard J.

    2010-01-01

    What happens behind classroom doors--the content, experiences, and interactions with teachers that students encounter--is the "sine qua non" of student classroom learning. But everyone's inventory of instructional practices across different subjects and grades is limited; and the same can be said about everyone's knowledge of what makes for good…

  2. Comprehension Monitoring by Elementary Students: When Does It Occur?

    ERIC Educational Resources Information Center

    Pace, Ann Jaffe

    The effect of passage topic and task demands on elementary school students' monitoring of their own comprehension was examined. Second, fourth, and sixth grade students read a short passage about a well-known event (playing checkers) or one about which they had little existing information (making lye soap). Half of the students in each grade were…

  3. Building Schema through Writing: The Effects of Writing as a Pre-Reading Activity on Delayed Recall of Narrative Text.

    ERIC Educational Resources Information Center

    Marino, Jacqueline L.; And Others

    Drawing upon research on the composing process and schema theory, a study explored the effects of a generative writing task presented prior to reading on the delayed recall of fourth grade students. The purpose of the study was to determine if a writing task that required the learner to identify with events in a text to be read later would assist…

  4. Hombres y Lugares. Que Bonito Es Leer, II. Libro IV. Libro de Lectura (Men and Places. How Nice Reading Is, II. Book IV. Reading Book).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    With the accompanying workbook and teacher's guide, this reader comprises the fourth and last level of a series of supplementary instructional materials for teaching reading in Spanish to second grade students. There are six stories, each from 8 to 14 pages in length, and one "corrido". All are written in Spanish. Black and white illustrations…

  5. Using children's literature to enhance views of nature of science and scientific attitude in fourth graders

    NASA Astrophysics Data System (ADS)

    Hampton, Kathryn Walker

    This project was an effort to study the effect of integrating children's trade books into the fourth grade science curriculum on the students' views of the nature of science and their scientific attitude. The effect on the students' reading and language achievement, and science content knowledge was also analyzed. This was done by comparing the nature of science views and scientific attitudes, reading and language achievement scores, and the science grades of the treatment group, prior to and immediately following the intervention period, with the control group which did not participate in the integration of children's books. The science teacher's views on the nature of science and her attitude towards teaching science were also evaluated prior to and after the intervention. The selected trade books were evaluated for their coverage of nature of science aspects. Three intact classes of fourth grade students from a local elementary school were involved in the study along with their science and reading teacher. Two of the classes made up the experimental group and the remaining class served as the control group. All students were assessed prior to the intervention phase on their views of the nature of science and scientific attitudes. The experimental group was engaged in reading selected science trade books during their science class and study hall over a semester period. The results of the study showed a significant difference in the groups' initial reading and language achievement, which may have affected the lack of an effect from the intervention. The instrument selected to assess the student's views on the nature of science and scientific attitude (SAI II) was not reliable with this group. There was no significant difference on the students' science content knowledge as measured by their semester grade averages. The results from the teacher's response on the STAS II did indicate slight changes on her views on the nature of science. Sixty-nine of the eighty-three children's trade books selected had one or more aspects of the nature of science included.

  6. Is a "Phoenician" reading style superior to a "Chinese" reading style? Evidence from fourth graders.

    PubMed

    Bowey, Judith A

    2008-07-01

    This study compared normally achieving fourth-grade "Phoenician" readers, who identify nonwords significantly more accurately than they do exception words, with "Chinese" readers, who show the reverse pattern. Phoenician readers scored lower than Chinese readers on word identification, exception word reading, orthographic choice, spelling, reading comprehension, and verbal ability. When compared with normally achieving children who read nonwords and exception words equally well, Chinese readers scored as well as these children on word identification, regular word reading, orthographic choice, spelling, reading comprehension, phonological sensitivity, and verbal ability and scored better on exception word reading. Chinese readers also used rhyme-based analogies to read nonwords derived from high-frequency exception words just as often as did these children. As predicted, Phoenician and Chinese readers adopted somewhat different strategies in reading ambiguous nonwords constructed by analogy to high-frequency exception words. Phoenician readers were more likely than Chinese readers to read ambiguous monosyllabic nonwords via context-free grapheme-phoneme correspondences and were less likely to read disyllabic nonwords by analogy to high-frequency analogues. Although the Chinese reading style was more common than the Phoenician style in normally achieving fourth graders, there were similar numbers of poor readers with phonological dyslexia (identifying nonwords significantly more accurately than exception words) and surface dyslexia (showing the reverse pattern), although surface dyslexia was more common in the severely disabled readers. However, few of the poor readers showed pure patterns of phonological or surface dyslexia.

  7. Attention Deficit Hyperactivity Disorder and Scholastic Achievement: A Model of Mediation via Academic Enablers

    ERIC Educational Resources Information Center

    Volpe, Robert J.; DuPaul, George J.; DiPerna, James C.; Jitendra, Asha K.; Lutz, J. Gary; Tresco, Katy; Junod, Rosemary Vile

    2006-01-01

    The current study examined the influence of symptoms of attention deficit hyperactivity disorder (ADHD) on student academic achievement in reading and in mathematics in a sample of 146 first- through fourth-grade students, 103 of which were identified as having ADHD and academic problems in reading and/or math. A theoretical model was examined…

  8. The Indian Reading Series: Stories and Legends of the Northwest. Level IV. Books 1-21.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR.

    Designed as supplementary reading material for Indian and non-Indian children in the elementary grades, this series of 21 booklets presents 36 stories and legends of Northwest tribes. Stories in this fourth level of the six-level series were developed cooperatively by Indian people of reservations in the Pacific Northwest. Booklets range from 7 to…

  9. Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension

    ERIC Educational Resources Information Center

    Stoeger, Heidrun; Sontag, Christine; Ziegler, Albert

    2014-01-01

    We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who…

  10. The Effects of Visual Thinking Strategies on Reading Achievement of Students with Varying Levels of Motivation

    ERIC Educational Resources Information Center

    Zelvis, Rima R.

    2008-01-01

    This study examined the effects of the Visual Thinking Strategies (VTS) curriculum on reading achievement of students with various motivational levels. A 2X2 factorial design was used. The sample population consisted of 104 fourth grade students from an upper middle class school system in Connecticut. All students were administered a…

  11. Reading Sacred Texts in the Classroom: The Alignment between Students and Their Teacher's Interpretive Stances When Reading the Hebrew Bible

    ERIC Educational Resources Information Center

    Hassenfeld, Ziva R.

    2016-01-01

    This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher's were given…

  12. The Effects of Teaching Informative Text through Processual Model on Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Sulak, Süleyman Erkam; Günes, Firdevs

    2017-01-01

    This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade…

  13. Informational Text and the Common Core: A Content Analysis of Three Basal Reading Programs

    ERIC Educational Resources Information Center

    Walters, Barbara A.

    2013-01-01

    The Common Core State Standards for English Language Arts (CCSS-ELA) will have a significant impact on what teachers teach and what primary students are supposed to be able to do (Bomer & Maloch, 2011). By the end of fourth grade, reading instruction should be evenly balanced between literary text and informational text (NGA Center and CCSSO,…

  14. Sharing the Wisdom of Practice: Schools That Optimize Literacy Learning for All Students.

    ERIC Educational Resources Information Center

    Novick, Rebecca; Fisher, Amy

    The No Child Left Behind Act leaves no doubt about the importance of effective reading instruction, setting a national goal for every child to become a proficient reader by the third grade. With 70% of fourth graders from low income families currently unable to read at even a basic level, teachers face a daunting challenge. The schools described…

  15. Families and Literacy: The Contribution of Out-of-School Experiences to Children's Acquisition of Literacy. Final Report.

    ERIC Educational Resources Information Center

    Chall, Jeanne; Snow, Catherine

    Addressing the question of why some children manage to continue successfully through the later stages of literacy acquisition while others are unable to meet the challenges presented by fourth and fifth grade reading tasks, an 18-month, in-depth study was conducted of the home environment factors influencing the reading comprehension of second,…

  16. Lateralization of the arcuate fasciculus and its differential correlation with reading ability between young learners and experienced readers: a diffusion tensor tractography study in a Chinese cohort.

    PubMed

    Qiu, Deqiang; Tan, Li-Hai; Siok, Wai-Ting; Zhou, Ke; Khong, Pek-Lan

    2011-12-01

    As Chinese reading engages a different neural network from alphabetic language reading, we investigate whether leftward lateralization of the arcuate fasciculus (AF), as observed in the Western population, is also present in the Chinese population and if it does, whether it is associated with better reading ability. Diffusion tensor tractography analysis on 75 Chinese subjects of three age groups (first graders, fourth graders, and college students) showed that 70-83% of them had leftward lateralization of the AF. The pattern of lateralization did not differ significantly among the three groups, suggesting that lateralization of the AF is formed at an early age and before one enters first grade. Among the first graders, who had just started to learn to read, subjects with strongly leftward lateralized AF scored significantly higher than those with other defined lateralization patterns in Chinese (P = 0.001) and English (P = 0.036) reading tasks. This association was not observed among the fourth graders and college students who were experienced Chinese readers. Among the fourth graders, females were found to obtain significantly higher Chinese (P = 0.033) and English reading scores than males (P = 0.002). Our study suggests a differential effect of leftward lateralization of the AF on reading ability at different stages of reading development in the Chinese population. Copyright © 2011 Wiley Periodicals, Inc.

  17. Readability assessment of patient education materials on major otolaryngology association websites.

    PubMed

    Eloy, Jean Anderson; Li, Shawn; Kasabwala, Khushabu; Agarwal, Nitin; Hansberry, David R; Baredes, Soly; Setzen, Michael

    2012-11-01

    Various otolaryngology associations provide Internet-based patient education material (IPEM) to the general public. However, this information may be written above the fourth- to sixth-grade reading level recommended by the American Medical Association (AMA) and National Institutes of Health (NIH). The purpose of this study was to assess the readability of otolaryngology-related IPEMs on various otolaryngology association websites and to determine whether they are above the recommended reading level for patient education materials. Analysis of patient education materials from 9 major otolaryngology association websites. The readability of 262 otolaryngology-related IPEMs was assessed with 8 numerical and 2 graphical readability tools. Averages were evaluated against national recommendations and between each source using analysis of variance (ANOVA) with post hoc Tukey's honestly significant difference (HSD) analysis. Mean readability scores for each otolaryngology association website were compared. Mean website readability scores using Flesch Reading Ease test, Flesch-Kincaid Grade Level, Coleman-Liau Index, SMOG grading, Gunning Fog Index, New Dale-Chall Readability Formula, FORCAST Formula, New Fog Count Test, Raygor Readability Estimate, and the Fry Readability Graph ranged from 20.0 to 57.8, 9.7 to 17.1, 10.7 to 15.9, 11.6 to 18.2, 10.9 to 15.0, 8.6 to 16.0, 10.4 to 12.1, 8.5 to 11.8, 10.5 to 17.0, and 10.0 to 17.0, respectively. ANOVA results indicate a significant difference (P < .05) between the websites for each individual assessment. The IPEMs found on all otolaryngology association websites exceed the recommended fourth- to sixth-grade reading level.

  18. The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders' Reading Comprehension

    ERIC Educational Resources Information Center

    Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle

    2017-01-01

    Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children's higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability)…

  19. Use of Kidspiration[C] Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    Wade, Erin; Boon, Richard T.; Spencer, Vicky G.

    2010-01-01

    The aim of this research brief was to explore the efficacy of story mapping, with the integration of Kidspiration[C] software, to enhance the reading comprehension skills of story grammar components for elementary-age students. Three students served as the participants, two in third grade and one in fourth, with specific learning disabilities…

  20. Acquiring Science and Social Studies Knowledge in Kindergarten through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI)

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Dombek, Jennifer; Crowe, Elizabeth C.; Spencer, Mercedes; Tighe, Elizabeth L.; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

    2017-01-01

    With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed content-area literacy instruction (CALI) as an individualized (or personalized)…

  1. Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills.

    ERIC Educational Resources Information Center

    Eisenman, Gordon; Payne, Beverly D.

    1997-01-01

    Contrasted effects of Higher Order Thinking Skills (HOTS) program to those of Chapter 1 programs on fourth and fifth graders' reading achievement, self-concept, and higher-order thinking skills. Found that HOTS is more effective in raising self-concept and some higher-order thinking skills in fifth grade and after two years of treatment, with…

  2. A Correlational Study of the Relationships between Music Aptitude and Phonemic Awareness of Kindergarten Children

    ERIC Educational Resources Information Center

    Rubinson, Laura E.

    2010-01-01

    More than one third of American children cannot read at a basic level by fourth grade (Lee, Grigg, & Donahue, 2007) and those numbers are even higher for African American, Hispanic and poor White students (Boorman et al., 2007). These are alarming statistics given that the ability to read is the most basic and fundamental skill for academic…

  3. Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 through 4. Stats in Brief. NCES 2007-305

    ERIC Educational Resources Information Center

    Morton, Beth A.; Dalton, Ben

    2007-01-01

    This brief report uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and,…

  4. Tesoros de mi raza: Programa de lecture y ensenanza del lenguaje (Treasures of My Culture: Reading and Teaching Program for Language Instruction).

    ERIC Educational Resources Information Center

    Santos, Richard G.; And Others

    This teacher's guide, reader and workbook are part of a series of bilingual instructional materials designed for the fourth, fifth, and sixth grades. The present materials are specifically for fourth graders. The goal of the series is to teach Spanish by means of stories that present historical and cultural facts and aspects of the daily life of a…

  5. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

    PubMed Central

    Vanbinst, Kiran; Ansari, Daniel; Ghesquière, Pol; De Smedt, Bert

    2016-01-01

    In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children’s numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties. PMID:26942935

  6. Math Safari.

    ERIC Educational Resources Information Center

    Nelson, Vaunda; Stanko, Anne

    1992-01-01

    Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

  7. Word Reading in L1 and L2 Learners of Chinese: Similarities and Differences in the Functioning of Component Processes

    ERIC Educational Resources Information Center

    Zhang, Dongbo

    2017-01-01

    This study examined the similarities and differences in the functioning of component processes underlying first language (L1) and second language (L2) word reading in Chinese. Fourth-grade Chinese children in Singapore were divided into L1 and L2 reader groups based on whether they used Mandarin or English as their home language. Both groups were…

  8. Factors Associated with Individual Differences in Reading Comprehension for Typically-Developing Students and for a Pilot Sample of Students Diagnosed with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Weissinger, Kristen M.

    2013-01-01

    This study investigated some of the underlying factors that may relate to and predict the reading comprehension of children in fourth through eighth grade (N = 47). A subset of these children previously had been diagnosed with autism spectrum disorders (ASD; n = 10); the remainder are classified as typically-developing (n = 37). The participants…

  9. Predictive Power of the Test of Everyday Attention for Children (TEA-CH) on Various Methods of Reading Comprehension Assessment among Low-Income Fourth Grade Children of Color

    ERIC Educational Resources Information Center

    Vavassoeur, Lether Christine

    2016-01-01

    The purpose of this dissertation was to investigate the extent to which the Test of Everyday Attention for Children (TEA-Ch) in isolation and in combination with parent ratings of inattention predicted performance on reading comprehension assessments presented in various formats (question and answer, cloze, and recall) among a non-clinical sample…

  10. The Writing Road to Reading: The Spalding Method of Phonics for Teaching Speech, Writing, & Reading. Fourth Revised Edition.

    ERIC Educational Resources Information Center

    Spalding, Romalda Bishop; Spalding, Walter T.

    A fully detailed teacher's manual for classroom, home, or tutorial use, this book is for the child in the beginning grades, the pupil who needs remedial work, or any adult studying English as a second language, who will find learning by the Spalding Method a practical, quick way of mastering verbal skills. The book notes that the Spalding Method…

  11. Intervention Program for Long-Term English Learners: A Study of Long-Term English Learners' Literacy Performance in a Reading Intervention Program at Falcon School District

    ERIC Educational Resources Information Center

    Ayala, Erika

    2016-01-01

    The purpose of this sequential explanatory embedded mixed methods study was to: (a) investigate and describe the academic performance of eighth grade students in the Falcon School District (FSD) who were designated as Long Term English Learners (LTELs) and participants in FSD's reading intervention program during their fourth through eighth grade…

  12. Aerospace Bibliography, Fourth Edition.

    ERIC Educational Resources Information Center

    National Aerospace Education Council, Washington, DC.

    This annotated bibliography, intended for elementary and secondary school teachers, their pupils, and general adult readers contains grade level coded lists of books, reference works, periodicals, and teaching aids dealing with astronomy and space flight subjects. The reading material is listed alphabetically by author. The teaching aids in Part…

  13. Nutrition: An Important Subject with a Dull Name.

    ERIC Educational Resources Information Center

    Bershad, Carol; Bernick, Deborah

    1984-01-01

    Interesting facts about calories, food energy, and nutrients are summarized in a form suitable for elementary school children's reading. The information is excerpted from a book, "From the Inside Out--A Guide to Food and Physical Fitness," designed for fourth- through sixth-grade students. (PP)

  14. Hombres y Lugares. Que Bonito Es Leer, II. Libro IV. Guia Para el Maestro (Men and Places. How Nice Reading Is, II. Book IV. Teacher's Guide).

    ERIC Educational Resources Information Center

    Dissemination and Assessment Center for Bilingual Education, Austin, TX.

    The teacher's guide, written in Spanish, and the reader and workbook of the same title, form the fourth level in a series of supplemental instructional materials designed for teaching reading in Spanish to second grade students. Following an introduction and a detailed list of objectives for each of the five to eight lessons per unit, there are…

  15. [Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

    PubMed

    Ptok, M; Meisen, R

    2008-01-01

    The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

  16. Prevalence and Nature of Late-Emerging Poor Readers.

    PubMed

    Catts, Hugh W; Compton, Donald; Tomblin, J Bruce; Bridges, Mindy Sittner

    2012-02-01

    Some children demonstrate adequate or better reading achievement in early school grades, but fall significantly behind their peers in later grades. These children are often referred to as late-emerging poor readers. In this study, we investigated the prevalence and heterogeneity of these poor readers. We also examined the early language and nonverbal cognitive abilities of late-emerging poor readers. Participants were 493 children who were a subsample from an epidemiological study of language impairments in school-age children. In kindergarten, children were administered a battery of language, early literacy, and nonverbal cognitive measures. Word reading and reading comprehension achievement was assessed in second, fourth, eighth, and tenth grades. Latent transition analysis was used to model changes in reading classification (good vs. poor reader) across grades. Population estimates revealed that 13.4% percent of children could be classified as late-emerging poor readers. These children could be divided into those with problems in comprehension alone (52%), word reading alone (36%), or both (12%). Further results indicated that late-emerging poor readers often had a history of language and/or nonverbal cognitive impairments in kindergarten. Subtypes of poor readers also differed significantly in their profiles of language, early literacy, and nonverbal cognitive abilities in kindergarten. Results are discussed in terms of causal factors and implications for early identification.

  17. The Popcorn Book: A Diagnostic Teaching Unit.

    ERIC Educational Resources Information Center

    Bock, Marjorie A.; Barger, Rita.

    1998-01-01

    Presents a diagnostic teaching unit designed to identify effective teaching strategies for fourth- or fifth-grade students with learning or behavior disorders. The unit uses "The Popcorn Book" (de Paola) for activities to evaluate the effectiveness of teaching strategies across the content areas of reading, writing, and mathematics. (CR)

  18. Doggone Good Lessons.

    ERIC Educational Resources Information Center

    Raack, Lenaya

    1999-01-01

    Describes a teacher's experiences developing and implementing a three-week interdisciplinary unit for fourth grade students that revolves around the Alaskan Iditarod sled dog race. Students read about the race history, figure out a racing budget, learn about animal breeding and care, and follow the actual progress of the racing teams via Internet…

  19. The Nervous System Game

    ERIC Educational Resources Information Center

    Corbitt, Cynthia; Carpenter, Molly

    2006-01-01

    For many children, especially those with reading difficulties, a motor-kinesthetic learning activity may be an effective tool to teach complex concepts. With this in mind, the authors developed and tested a game designed to teach fourth- to sixth-grade children some basic principles of nervous system function by allowing the children themselves to…

  20. Visualizing Worlds from Words on a Page

    ERIC Educational Resources Information Center

    Parsons, Linda T.

    2006-01-01

    This study involved fourth grade children as co-researchers of their engaged, aesthetic reading experience. As members of the "Readers as Researchers Club," they documented their engagement with text--how they create, enter, and sustain the story world. The children, who self-identified as avid readers, explored the activities central to their…

  1. Orthographic and Semantic Processing in Young Readers

    ERIC Educational Resources Information Center

    Polse, Lara R.; Reilly, Judy S.

    2015-01-01

    This investigation examined orthographic and semantic processing during reading acquisition. Children in first to fourth grade were presented with a target word and two response alternatives, and were asked to identify the semantic match. Words were presented in four conditions: an exact match and unrelated foil (STONE-STONE-EARS), an exact match…

  2. Pressing for Elaboration in Student Talk about Texts

    ERIC Educational Resources Information Center

    McElhone, D.

    2013-01-01

    This article explores the practice of one accomplished teacher who uses follow-up probes to press her fourth- and fifth-grade students to clarify and articulate their ideas more fully. Qualitative analysis of field notes, teacher and student interviews, and video recordings of instruction, and discourse analysis of reading conferences revealed…

  3. Intermediality: How the Use of Multiple Media Enhances Learning.

    ERIC Educational Resources Information Center

    Lapp, Diane; Flood, James; Fisher, Douglas

    1999-01-01

    Describes how one fourth-grade teacher used television, videos, computers, classroom guests, and lots of reading and writing to engage his students in their language-arts unit, focusing on the book "Shiloh." Discusses how such "intermediality" (using multiple media) increases students' comprehension and understanding of text, capturing their…

  4. Paneling "Matters" in Elementary Students' Graphic Narratives

    ERIC Educational Resources Information Center

    Pantaleo, Sylvia

    2013-01-01

    During a 10-week classroom-based study, 20 fourth grade students participated in a number of interdependent activities that focused on developing their visual meaning-making skills and competencies. As well as reading, responding in writing to and discussing a selection of picturebooks, graphic novels, and magazines, the students created graphic…

  5. Daybooks: A Book for Your Mind

    ERIC Educational Resources Information Center

    Keith, Karin J.; Pridemore, Celeste B.

    2014-01-01

    This article explains how to create and use a daybook in the literacy classroom. Readers learn what a daybook is, how the daybook in one fourth and fifth grade classroom is structured, and how students in this classroom use that daybook during reading instruction to engage, record important information, and discuss a text.

  6. Navigating a Sea of Ideas: Teacher and Students Negotiate a Course toward Mutual Relevance.

    ERIC Educational Resources Information Center

    Flick, Lawrence B.

    1995-01-01

    Uses theories of social cognition and verbal communication to analyze how an experienced fourth-grade teacher blends teaching skills in language arts and reading with hands-on science to stimulate classroom inquiry. Discusses implications for elementary science instruction. Contains 41 references. (Author/JRH)

  7. Treasures from the Past: Using Archaeology in Upper-Elementary Social Studies.

    ERIC Educational Resources Information Center

    Gardner, Cynthia C.

    1997-01-01

    Describes a fourth grade teacher's interdisciplinary efforts at imparting the joys of archaeology to her students. The students read fiction and non-fiction materials about the physical environments and participated in a series of hands-on learning activities. These involved simulated archaeological digs, personal artifacts, and realia. (MJP)

  8. Kids Helping Kids Readathon, Grade 4.

    ERIC Educational Resources Information Center

    Byrne, Shirley M., Ed.; And Others

    This booklet (one of a series of 10 booklets in a reading project to benefit Kosair Children's Hospital in Louisville, Kentucky) contains 10 stories especially written for fourth graders by educators. The stories are about: children's feelings about disease and treatment; accidents and accident proneness; children's reactions to the death by…

  9. Readability assessment of online urology patient education materials.

    PubMed

    Colaco, Marc; Svider, Peter F; Agarwal, Nitin; Eloy, Jean Anderson; Jackson, Imani M

    2013-03-01

    The National Institutes of Health, American Medical Association, and United States Department of Health and Human Services recommend that patient education materials be written at a fourth to sixth grade reading level to facilitate comprehension. We examined and compared the readability and difficulty of online patient education materials from the American Urological Association and academic urology departments in the Northeastern United States. We assessed the online patient education materials for difficulty level with 10 commonly used readability assessment tools, including the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook, Gunning Frequency of Gobbledygook, New Dale-Chall Test, Coleman-Liau index, New Fog Count, Raygor Readability Estimate, FORCAST test and Fry score. Most patient education materials on the websites of these programs were written at or above the eleventh grade reading level. Urological online patient education materials are written above the recommended reading level. They may need to be simplified to facilitate better patient understanding of urological topics. Copyright © 2013 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  10. A Study of the Effects of Creative Dramatics on the Progress in Use of the Library, Reading Interests, Reading Achievement, Self-Concept, Creativity, and Empathy of Fourth and Fifth Grade Children.

    ERIC Educational Resources Information Center

    Ziegler, Elsie Mae

    To appraise the value of a creative dramatics program in a public library setting was the purpose of this study. Nine public library branches comprised the setting for the experiment. At each branch there were three units: (1) creative dramatics, (2) storytelling, and (3) library usage. Storytelling and library usage were the control group. Pre…

  11. The Effectiveness of Multimedia Programmes in Children's Vocabulary Learning

    ERIC Educational Resources Information Center

    Acha, Joana

    2009-01-01

    The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story,…

  12. Fourth Grade Social Studies Units and Student Readings.

    ERIC Educational Resources Information Center

    Park Forest Public Schools District 163, IL.

    This unit centers about the idea that people of different backgrounds interchange ideas and interact freely when there is open contact among groups within a city. Using Chicago as an example, the subgeneralizations which support this idea deal with immigrant groups, their traditions, cultural identity, and acculturation. Like other units in this…

  13. The Effect of School Principals' Leadership Styles on Elementary School Students' Reading Achievement Scores

    ERIC Educational Resources Information Center

    Jones, James M.

    2013-01-01

    Principal leadership studies have indicated that leadership can play an important role in augmenting students' achievement scores. One significant influence that can affect achievement scores is the leadership style of the principal. This study focuses on fourth-grade achievement scores within urban elementary schools and explores the relationship…

  14. Notebook Connections: Strategies for the Reader's Notebook

    ERIC Educational Resources Information Center

    Buckner, Aimee

    2009-01-01

    In "Notebook Know-How", Aimee Buckner demonstrated the power of notebooks to spark and capture students' ideas in the writing workshop. In "Notebook Connections", she turns her focus to the reading workshop, showing how to transform those "couch-potato" readers into deep thinkers. Buckner's fourth-grade students use reader's notebooks as a place…

  15. Phase IV: Educational Needs Assessment For Washington State Students. March 1973. (Summary).

    ERIC Educational Resources Information Center

    Brouillet, Frank B.

    The results of the Washington Elementary Educational Assessment Project (WEEAP) are presented in this report. The purposes of the Assessment project were (1) to assess the reading and mathematics achievement in Washington elementary schools by sampling fourth and sixth grade students in randomly selected school buildings; (2) to identify…

  16. People from the Past: Writing Biographies.

    ERIC Educational Resources Information Center

    Adams, Kelli

    1992-01-01

    Teachers have allowed the social studies and science areas of instruction to become isolated from vibrant language arts skills, resulting in deficiencies in reading and writing skills within the different content areas. An 8- to 10-week biography unit was developed for a fourth-grade social studies course in an attempt to give students a stronger…

  17. You and Me and Human Sexuality: A Student Booklet Written for Deaf Adolescents.

    ERIC Educational Resources Information Center

    Texas School for the Deaf, Austin.

    This student booklet, designed to teach deaf adolescents about human sexuality, is written for students with a second- to fourth-grade reading level. Topics include: (1) relationships; (2) adolescent growth and development; (3) female and male anatomy; (4) conception, fetal development, and birth; (5) contraception; and (6) sexual intercourse and…

  18. Effects of Teacher Diversity and Student-Teacher Racial/Ethnic Matching in Elementary Schools on Educational Outcomes

    ERIC Educational Resources Information Center

    Banerjee, Neena

    2013-01-01

    This dissertation investigates the implications of student-teacher racial/ethnic matching on two educational outcomes. The fourth chapter investigates whether assignment to same-race teachers affects students' math and reading achievement growth in early elementary grades and whether the overall racial/ethnic composition of the teaching workforce…

  19. Narrative Literature and the Moral Imagination: A Reader Response Approach

    ERIC Educational Resources Information Center

    Angiers, Carol

    2017-01-01

    This dissertation explores the relationship between the teaching of literary genre and the facilitation of empathy. It analyzes whether poetry, fairy tales, readers-theater, biography and/or novel can contribute to a fourth-grade student's understanding and development of empathy. After leading my students in guided readings, I concentrated on…

  20. Technology-Based Literature Plans for Elementary Students (Technology Links to Literacy).

    ERIC Educational Resources Information Center

    Wepner, Shelley B.

    1991-01-01

    Presents ideas for incorporating software into each guided reading phase for two realistic fiction books: Lois Lowry's "Anastasia on Her Own" and Barthe DeClements's "The Fourth Grade Wizards." Discusses how each skeletal plan uses three pieces of software to enliven students' oral and written thoughts about the books'…

  1. Supplementing Accelerated Reading with Classwide Interdependent Group-Oriented Contingencies

    ERIC Educational Resources Information Center

    Pappas, Danielle N.; Skinner, Christopher H.; Skinner, Amy L.

    2010-01-01

    An across-groups (classrooms), multiple-baseline design was used to investigate the effects of an interdependent group-oriented contingency on the Accelerated Reader (AR) performance of fourth-grade students. A total of 32 students in three classes participated. Before the study began, an independent group-oriented reward program was being applied…

  2. Kindergarten Readiness in Wisconsin. WCER Working Paper No. 2017-3

    ERIC Educational Resources Information Center

    Grodsky, Eric; Yiyue, Huangfu,; Miesner, H. Rose; Packard, Chiara

    2017-01-01

    Wisconsin's gaps between Black and White student high school graduation rates (Richards, 2016) and Black and White fourth-grade math and reading scores (U.S. Department of Education, 2015) are the largest in the nation. These inequalities have led to criticisms of Wisconsin's schools and teachers as ineffective in bolstering the success of…

  3. Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study

    ERIC Educational Resources Information Center

    Sabin, Jenny T.

    2015-01-01

    This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…

  4. Who (Else) Is the Teacher? Cautionary Notes on Teacher Accountability Systems

    ERIC Educational Resources Information Center

    Valli, Linda; Croninger, Robert G.; Walters, Kirk

    2007-01-01

    This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth- and fifth-grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers.…

  5. Big Macs for Big Grades

    ERIC Educational Resources Information Center

    Hann, Christopher

    2008-01-01

    This article reports on a controversial program that rewards high student achievement with fast food. When Cathy Griffith, a fourth-grader at Red Bug Elementary School in Seminole County (Florida) Public Schools, made the honor roll last November, she also read a message on her report card sleeve that she was eligible for a prize for her good…

  6. Children's Comprehension and Local-to-Global Recall of Narrative and Expository Texts

    ERIC Educational Resources Information Center

    Romero, Fernando; Paris, Scott G.; Brem, Sarah K.

    2005-01-01

    We examined underlying mechanisms for comprehension differences across expository and narrative text while controlling for factors confounded in the extant literature. Fourth grade students (n=32) read both an expository and a narrative text, and completed both a local comprehension assessment, and a global retelling assessment for each text.…

  7. Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

    PubMed

    Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

    2010-06-01

    The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

  8. Improving reading in the primary grades.

    PubMed

    Duke, Nell K; Block, Meghan K

    2012-01-01

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

  9. Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade

    PubMed Central

    Connor, Carol McDonald; Phillips, Beth M.; Kaschak, Michael; Apel, Kenn; Kim, Young-Suk; Al Otaiba, Stephanie; Crowe, Elizabeth C.; Thomas-Tate, Shurita; Johnson, Lakeisha Cooper; Lonigan, Christopher J.

    2015-01-01

    This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies. PMID:26500420

  10. Beyond Screening and Progress Monitoring: An Examination of the Reliability and Concurrent Validity of Maze Comprehension Assessments for Fourth-Grade Students

    ERIC Educational Resources Information Center

    Brasher, Casey F.

    2017-01-01

    Reading comprehension assessments often lack instructional utility because they do not accurately pinpoint why a student has difficulty. The varying formats, directions, and response requirements of comprehension assessments lead to differential measurement of underlying skills and contribute to noted amounts of unshared variance among tests. Maze…

  11. Word Associations and the Recognition of Flashed Words. Final Report.

    ERIC Educational Resources Information Center

    Samuels, S. Jay

    Two separate studies were designed to investigate the effect of reading the first word of a pair on the speed of recognizing the second. One study drew its subjects from the college level; the other from the fourth grade. A Scientific Prototype Three-Channel Tachistoscope was used, and an erasing image was flashed immediately following the…

  12. Collaborative Online Inquiry: Exploring Students' Skills in Locating, Reading, and Communicating Information

    ERIC Educational Resources Information Center

    Sekeres, Diane Carver; Castek, Jill

    2016-01-01

    This study examines third, fourth, and fifth grade students' reasoning that was captured as they engaged collaboratively in a teacher designed inquiry task. This task focused on choosing eco-friendly toys for a fictitious local toy store. Results indicated that students were more expressive with reasoning when they shared their ideas orally, but…

  13. Examining the Effects of School Composition on North Carolina Student Achievement over Time

    ERIC Educational Resources Information Center

    Southworth, Stephanie

    2010-01-01

    This study explores the effects of school-level characteristics on North Carolina students' reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math…

  14. The Differential Effects of Fiction and Nonfiction Literature: Increasing Acceptance of Children with Disabilities.

    ERIC Educational Resources Information Center

    Sipsas-Herrmann, Athanasia; And Others

    A bibliotherapy intervention was used to foster acceptance of children with disabilities by their nondisabled peers. The study involved 247 regular students in fourth, fifth, and sixth grade non-integrated classrooms at one elementary school. Treatment students read either fiction or nonfiction literature, followed by discussion of the material.…

  15. The Next Chapter: Supporting Literacy within ESEA

    ERIC Educational Resources Information Center

    Haynes, Mariana

    2015-01-01

    Noting that 60 percent of both fourth and eighth graders currently struggle with reading, this report urges the U.S. Congress to focus on students' literacy development from early childhood through grade twelve as it works to rewrite of the Elementary and Secondary Education Act (ESEA), currently known as the No Child Left Behind Act (NCLB). In…

  16. Reading "Pancho Rabbit and the Coyote": An Allegory of Immigration Sparks Rich Discussions

    ERIC Educational Resources Information Center

    Cipparone, Peter

    2014-01-01

    Students' observations about society often become the basis for class discussions in Peter Cipparone's fourth-grade classroom. As Chip Wood, an expert on child development, observed, nine-year-olds are often "struggling with the cognitive task of understanding ethical behavior at a new level." One of this author's goals…

  17. Structural Modeling of Variables Related to Parental Support in Mexican Children's Perfomance on Reading and Writing

    ERIC Educational Resources Information Center

    Bazan-Ramirez, Aldo; Castellanos-Simons, Doris; Lopez-Valenzuela, Mercedes

    2010-01-01

    This paper aims at analysing the structural relationships among some latent and observed variables related to the assessment of written language performance in 139 fourth grade students of Elementary School selected from nine public schools of the northwest of Mexico. Questionnaires were also applied to the children's parents and teachers. The…

  18. Socially Constituting Middle Childhood Students as Struggling Readers in Peer Interactions

    ERIC Educational Resources Information Center

    Grigorenko, Margaret Crook

    2010-01-01

    This study investigates how students in third-, fourth- and fifth-grade classes at a rural school are socially constituted as "struggling readers," and how this social status impacts reading achievement. It examines the ways that some students are positioned as inferior readers in relation to their classmates during peer-to-peer literacy events.…

  19. Examining the Relationship between Value-Added Results and Elements of Teacher Effectiveness

    ERIC Educational Resources Information Center

    Holloway, Carla Euniece

    2014-01-01

    The purpose of this quantitative, correlational study was to determine if student growth as measured by value-added measure of fourth grade 2011-2012 reading test scores was correlated with teacher observation ratings on the Teach and Cultivate Learning Environment domains of the Teaching and Learning Framework Rubric. A second purpose of the…

  20. Reinforcement Schedules in Pacing Reading Rate. Final Report.

    ERIC Educational Resources Information Center

    Schutz, Richard E.; And Others

    Responses of individual fourth-grade children were monitored in daily 30-minute sessions for 10 consecutive school days. Individual subjects were used as their own controls. The child sat before a small table with a surface-mounted button and a wall-mounted screen upon which visual stimuli were rear-view projected, using a filmstrip projector with…

  1. Effects of nonfiction guided interactive read-alouds and think-alouds on fourth grader's depth of content area science vocabulary knowledge and comprehension

    NASA Astrophysics Data System (ADS)

    Hanna, Tania Tamara

    Effects of nonfiction guided interactive read-alouds and think-alouds as a supplement to basal science textbooks on three vocabulary measures, definitions, examples, and characteristics, and one multiple-choice comprehension measure were assessed for 127 fourth graders over three time periods: pretest, posttest, and a 2-week delayed posttest. Two of three fourth-grade elementary science teachers implemented a series of 12 content-enhanced guided interactive scripted lessons. Two of these teachers implemented two treatments each. The first condition employed basal science textbooks as the text for guided interactive read-alouds and think-alouds while the second treatment employed basal science textbooks in conjunction with nonfiction text sets as the texts for guided interactive read-alouds and think-alouds. The third teacher, guided by traditional lesson plans, provided students with silent independent reading instruction using basal science textbooks. Multivariate analyses of variance and analyses of variance tests showed that mean scores for both treatment groups significantly improved on definitions and characteristics measures at posttest and either stabilized or slightly declined at delayed posttest. The treatment-plus group lost considerably on the examples posttest measure. The treatment group improved mean scores on the examples posttest measure, outperforming the treatment-plus group and the control group. Alternately, the control group significantly improved on the delayed posttest examples measure. Additionally, the two groups implementing guided interactive read-alouds and think-alouds performed better than the independent reading group on multiple-choice comprehension measures at posttest and sustained those gains 2 weeks later on delayed posttests. Findings maintain the incremental nature of vocabulary acquisition and development research and emphasize the roles of listening and speaking as critical features for integrating vocabulary into long-term memory.

  2. Does the Component Processes Task Assess Text-Based Inferences Important for Reading Comprehension? A Path Analysis in Primary School Children

    PubMed Central

    Wassenburg, Stephanie I.; de Koning, Björn B.; de Vries, Meinou H.; van der Schoot, Menno

    2016-01-01

    Using a component processes task (CPT) that differentiates between higher-level cognitive processes of reading comprehension provides important advantages over commonly used general reading comprehension assessments. The present study contributes to further development of the CPT by evaluating the relative contributions of its components (text memory, text inferencing, and knowledge integration) and working memory to general reading comprehension within a single study using path analyses. Participants were 173 third- and fourth-grade children. As hypothesized, knowledge integration was the only component of the CPT that directly contributed to reading comprehension, indicating that the text-inferencing component did not assess inferential processes related to reading comprehension. Working memory was a significant predictor of reading comprehension over and above the component processes. Future research should focus on finding ways to ensure that the text-inferencing component taps into processes important for reading comprehension. PMID:27378989

  3. Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability.

    PubMed

    Primor, Liron; Pierce, Margaret E; Katzir, Tami

    2011-12-01

    The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

  4. When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

    ERIC Educational Resources Information Center

    Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

    2017-01-01

    Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or…

  5. Estimation of the Regression Effect Using a Latent Trait Model.

    ERIC Educational Resources Information Center

    Quinn, Jimmy L.

    A logistic model was used to generate data to serve as a proxy for an immediate retest from item responses to a fourth grade standardized reading comprehension test of 45 items. Assuming that the actual test may be considered a pretest and the proxy data may be considered a retest, the effect of regression was investigated using a percentage of…

  6. Teacher Attitudes and Perceptions of the Influence of Professional Development on Minority Student Academic Achievement in Reading

    ERIC Educational Resources Information Center

    Plair, Clarissa Jeanne

    2013-01-01

    This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and…

  7. Learning to Read and Write Polysyllabic Words: The Effects of Morphology and Context on the Acquisition of Whole-Word Representations in Fourth and Fifth Grade

    ERIC Educational Resources Information Center

    Al Ghanem, Reem

    2017-01-01

    Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding in a process known as orthographic learning. Studies examining orthographic learning and its predictors have thus far…

  8. At-Risk Student Mobility in an Urban Elementary School: Effects on Academic Achievement

    ERIC Educational Resources Information Center

    Shoho, Alan R.; Oleszewski, Ashley

    2010-01-01

    The purpose of this study was to examine the impact of at-risk student mobility on academic achievement in an urban elementary school. Math and reading scores from the Texas Assessment of Academic Skills (TAAS) of 172 third, fourth, and fifth grade students from an urban school district in South Central Texas were examined to determine whether…

  9. New Words Digest, Fall 1989-Summer 1990.

    ERIC Educational Resources Information Center

    New Words Digest, 1990

    1990-01-01

    This document consists of the four issues of the first annual volume of a quarterly magazine for new adult readers. It is aimed at adults reading at the fourth- to eighth-grade level. The magazine is designed to be self-motivating to the new reader or the learning disabled. Phonetic helps are provided for those words that do not conform to typical…

  10. Discussing Gender Roles and Equality by Reading "Max: The Stubborn Little Wolf"

    ERIC Educational Resources Information Center

    Lara, Gilberto P.; Leija, María G.

    2014-01-01

    In the beginning of this article, the authors share the story of Mr. Paredes, a fourth grade teacher in a bilingual classroom, who explains his approach in selecting particular pieces of children's literature that address gender roles and equity. His hope, he states, is that the students will be able to identify the stereotype and challenge…

  11. The Impact of School Climate on the Achievement of Elementary School Students Who Are Economically Disadvantaged a Quantitative Study

    ERIC Educational Resources Information Center

    Smallwood, Gina W.

    2014-01-01

    The purpose of this research was to explore the impact of school climate on the achievement of third and fourth grade students who are economically disadvantaged in Mathematics and Reading/Language Arts. Students' perception of school climate was studied using the "Tripod Survey" variables of a caring, captivating, and academically…

  12. The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners.

    ERIC Educational Resources Information Center

    Kong, Ailing; Pearson, P. David

    2003-01-01

    Describes a year-long process in which a group of fourth- and fifth-grade students with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program. Reveals a gradual release of responsibility from the teacher to students as they developed the knowledge…

  13. Teacher Perceptions about the Influence of Formative Assessment on the Reading Gains of Fourth Grade Students with Disabilities

    ERIC Educational Resources Information Center

    Mulcahy, Juli

    2010-01-01

    The education of students with disabilities (SWD) has undergone some significant changes within the public education system since the enactment of the Individuals with Disabilities Act (IDEA) and the No Child Left Behind Act (NCLB). Special education legislation has historically focused on equal access for all students. Too much time has been…

  14. Achievement of Elementary School Students and Attendance in Preschool Programs in Johnson County, Tennessee

    ERIC Educational Resources Information Center

    South, Emogene

    2014-01-01

    The purpose of this study was to determine if a difference in achievement scores exist between students who attended the Johnson County School System preschool program and those who did not as measured by standardized TCAP achievement test Reading/Language Arts and Math scores of students in the third and fourth grades. The variables of grade…

  15. Bolden Visit Davis Elementary

    NASA Image and Video Library

    2009-09-10

    NASA Administrator Charles F. Bolden reads a passage from the book "Can You Fly High Wright Brothers?" while visiting with students at Davis Elementary School, Friday, Sept. 11, 2009, in Washington. Bolden spent time with approximately 120 students in third, fourth and fifth grade talking about science, technology, mathematics and engineering as part of the National Day of Service and Remembrance. Photo Credit: (NASA/Paul E. Alers)

  16. Assessing the State of Servant Leadership, Teacher Morale, and Student Academic Performance Outcomes in a Florida Elementary School District

    ERIC Educational Resources Information Center

    EL-Amin, Abdul

    2013-01-01

    This descriptive research study was conducted to determine the state of perceived teacher morale and student academic performance as measured by fourth-grade reading and math scores among four elementary schools defined by the servant leadership score of each principal in this Florida elementary school district. While related research from other…

  17. What if Reading is Easy but Unimportant? How Students’ Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes

    PubMed Central

    Rosenzweig, Emily Q.; Wigfield, Allan

    2016-01-01

    Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students’ language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading. PMID:28496289

  18. What if Reading is Easy but Unimportant? How Students' Patterns of Affirming and Undermining Motivation for Reading Information Texts Predict Different Reading Outcomes.

    PubMed

    Rosenzweig, Emily Q; Wigfield, Allan

    2017-01-01

    Many affirming and undermining motivational constructs affect students as they read information texts, but few researchers have explored how these motivations are patterned within students. In this study we used cluster analysis to classify middle school students (n = 1,134) based on their patterns of self-efficacy, perceived difficulty, value, and devalue for reading school information texts. We then compared how the patterns predicted students' language arts grades, science information text comprehension, and dedication to reading school information texts. We found and validated a four-cluster solution. One cluster included a pattern of high affirming and low undermining motivations, and another included low affirming and high undermining motivations. Students with these patterns earned the highest and lowest scores, respectively, on all outcomes. A third pattern showed high self-efficacy/low difficulty with low value/high devalue, and a fourth showed moderate levels of all four motivational constructs. Students with the high efficacy and devalue pattern showed high information text comprehension but relatively low dedication. Students with the moderate pattern showed high dedication but low initial information text comprehension. Students with these two patterns earned similar grades. We discuss the implications of our findings for motivation theories and for school instruction that involves information text reading.

  19. A Comparative Study of Socioeconomically Disadvantaged and Non-Socioeconomically Disadvantaged Fourth-Grade Students in Reading and Math in an Online Charter School and a Traditional School

    ERIC Educational Resources Information Center

    Mansheim, Richard Lynn

    2017-01-01

    Few empirical studies explore how socioeconomic status (SES) disadvantaged students perform academically in a 100% online school. This causal-comparative ex post facto quantitative study examined how SES-disadvantaged students at an online charter school performed academically when compared with both SES-disadvantaged and non-SES-disadvantaged…

  20. The Effects of a Story-Mapping Procedure to Improve the Comprehension Skills of Expository Text Passages for Elementary Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Stagliano, Christina; Boon, Richard T.

    2009-01-01

    The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading…

  1. Navigating in a Sea of Ideas: Teacher and Students Negotiate a Course Toward Mutual Relevance.

    ERIC Educational Resources Information Center

    Flick, Lawrence B.

    The distinction between the participant and spectator functions of language are used to describe the teaching skills of a fourth grade teacher during a unit of instruction. This study documented the science instruction of a teacher who 20 years ago majored in teaching reading. In recent years she has taken steps to develop skill and knowledge in…

  2. Validity of the SAT® for Predicting Fourth-Year Grades: 2006 SAT Validity Sample. Statistical Report 2011-7

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Patterson, Brian F.

    2006-01-01

    The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the SAT®, which is used in college admission and consists of three sections: critical reading (SAT-CR), mathematics (SAT-M) and writing (SAT-W). This report builds on a body of…

  3. Comparing the Effect of Thinking Maps Training Package Developed by the Thinking Maps Method on the Reading Performance of Dyslexic Students.

    PubMed

    Faramarzi, Salar; Moradi, Mohammadreza; Abedi, Ahmad

    2018-06-01

    The present study aimed to develop the thinking maps training package and compare its training effect with the thinking maps method on the reading performance of second and fifth grade of elementary school male dyslexic students. For this mixed method exploratory study, from among the above mentioned grades' students in Isfahan, 90 students who met the inclusion criteria were selected by multistage sampling and randomly assigned into six experimental and control groups. The data were collected by reading and dyslexia test and Wechsler Intelligence Scale for Children-fourth edition. The results of covariance analysis indicated a significant difference between the reading performance of the experimental (thinking maps training package and thinking maps method groups) and control groups ([Formula: see text]). Moreover, there were significant differences between the thinking maps training package group and thinking maps method group in some of the subtests ([Formula: see text]). It can be concluded that thinking maps training package and the thinking maps method exert a positive influence on the reading performance of dyslexic students; therefore, thinking maps can be used as an effective training and treatment method.

  4. Response to Intervention: An Examination of the Impact of the Model in Increasing the Reading Fluency Levels for Third and Fourth Grade At-Risk Learners

    ERIC Educational Resources Information Center

    Haughton-Williams, Judith

    2009-01-01

    Since the inception of the Individual with Disabilities Education Act (IDEA) of 1975, an increasing percentage of children between the ages of 3-21 have been identified as students with learning disabilities (LD). Reports from the National Center of Learning Disabilities (2000) have suggested that monitoring of student learning is frequently…

  5. The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years

    PubMed Central

    Elhassan, Zena; Crewther, Sheila G.; Bavin, Edith L.

    2017-01-01

    Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9–12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent (n = 47), moderate (n = 38) and fluent (n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading. PMID:28443048

  6. The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years.

    PubMed

    Elhassan, Zena; Crewther, Sheila G; Bavin, Edith L

    2017-01-01

    Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9-12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent ( n = 47), moderate ( n = 38) and fluent ( n = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading.

  7. Reproducibility of the School-Based Nutrition Monitoring Questionnaire among Fourth-Grade Students in Texas

    ERIC Educational Resources Information Center

    Penkilo, Monica; George, Goldy Chacko; Hoelscher, Deanna M.

    2008-01-01

    Objective: To assess reproducibility of a School-Based Nutrition Monitoring (SBNM) questionnaire for fourth-grade students. Design: Test-retest. Setting: Fourth-grade elementary school classrooms. Participants: Multiethnic fourth-grade students from 2 area school districts (N = 322). Main Outcome Measures: Reproducibility coefficients with time…

  8. Learning to research in first grade: Bridging the transition from narrative to expository texts and tasks

    NASA Astrophysics Data System (ADS)

    Weise, Richard

    Decades of research indicate that students at all academic grade and performance levels perform poorly with informational texts and tasks and particularly with locating assignment-relevant information in expository texts. Students have little understanding of the individual tasks required, the arc of the activity, the hierarchical structure of the information they seek, or how to reconstitute and interpret the information they extract. Poor performance begins with the introduction of textbooks and research assignments in fourth grade and continues into adulthood. However, to date, neither educators nor researchers have substantially addressed this problem. In this quasi-experimental study, we ask if first-grade children can perform essential tasks in identifying, extracting, and integrating assignment-relevant information and if instruction improves their performance. To answer this question, we conducted a 15-week, teacher-led, intervention in two first-grade classrooms in an inner-city Nashville elementary school. We created a computer learning environment (NoteTaker) to facilitate children's creation of a mental model of the research process and a narrative/expository bridge curriculum to support the children's transition from all narrative to all expository texts and tasks. We also created a new scaffolding taxonomy and a reading-to-research model to focus our research. Teachers participated in weekly professional development workshops. The results of this quasi-experimental study indicate that at-risk, first-grade children are able to (a) identify relevant information in an expository text, (b) categorize the information they identify, and (c) justify their choice of category. Children's performance in the first and last tasks significantly improved with instruction, and low-performing readers showed the greatest benefits from instruction. We find that the children's performance in categorizing information depended upon content-specific knowledge that was not taught, as well as on the process knowledge that was taught. We also find that children's narrative reading performance predicted their initial-performance for each assessment measure. We argue that first-grade children are developmentally ready to read expository texts and to learn reading-to-research tasks and that primary-school literacy instruction should not be limited to reading and writing stories.

  9. Reading speed and phonological awareness deficits among Arabic-speaking children with dyslexia.

    PubMed

    Layes, Smail; Lalonde, Robert; Rebaï, Mohamed

    2015-02-01

    Although reading accuracy of isolated words and phonological awareness represent the main criteria of subtyping developmental dyslexia, there is increasing evidence that reduced reading speed also represents a defining characteristic. In the present study, reading speed and accuracy were measured in Arabic-speaking phonological and mixed dyslexic children matched with controls of the same age. Participants in third and fourth grades, aged from 9-10 to 9-8 years, were given single frequent and infrequent word and pseudo-word reading and phonological awareness tasks. Results showed that the group with dyslexia scored significantly lower than controls in accuracy and speed in reading tasks. Phonological and mixed dyslexic subgroups differed in infrequent and frequent word reading accuracy, the latter being worse. In contrast, the subgroups were comparable in pseudo-word identification and phonological awareness. Delayed phonological and recognition processes of infrequent and frequent words, respectively, were placed in the context of the dual route model of reading and the specific orthographic features of the Arabic language. Copyright © 2014 John Wiley & Sons, Ltd.

  10. How logical reasoning mediates the relation between lexical quality and reading comprehension.

    PubMed

    Segers, Eliane; Verhoeven, Ludo

    The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.

  11. Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

    PubMed Central

    Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn

    2009-01-01

    Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

  12. Choosing the Right Tool

    ERIC Educational Resources Information Center

    Boote, Stacy K.

    2016-01-01

    Students' success with fourth-grade content standards builds on mathematical knowledge learned in third grade and creates a conceptual foundation for division standards in subsequent grades that focus on the division algorithm. The division standards in fourth and fifth grade are similar; but in fourth grade, division problem divisors are only one…

  13. Learning to Construct Meaning from Text: A Case Study of the Relationship between a Tutor and an English Learner within a Response to Intervention Setting

    ERIC Educational Resources Information Center

    Jaeger, Elizabeth L.

    2015-01-01

    This case study describes the ways in which Sam, an English learner with weak comprehension, grew as a reader, student, and friend during his fourth grade year. Using the Interactive Model of Reading (Dis)ability and the RAND model of comprehension as a frame, Sam's experience in a Tier 2/3 tutorial program is examined. Over time, Sam (1) engaged…

  14. Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

    PubMed

    Santos, Sandra; Cadime, Irene; Viana, Fernanda L; Chaves-Sousa, Séli; Gayo, Elena; Maia, José; Ribeiro, Iolanda

    2017-02-01

    Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

  15. Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate

    ERIC Educational Resources Information Center

    Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W.

    2014-01-01

    Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…

  16. National Indian Education Study Part I: The Performance of American Indian and Alaska Native Fourth-and Eighth-Grade Students on NAEP 2005 Reading and Mathematics Assessments Statistical Analysis Report. NCES 2006-463

    ERIC Educational Resources Information Center

    Rampey, B.D.; Lutkus, Anthony D.; Weiner, Arlene W.; Rahman, Taslima

    2006-01-01

    The National Indian Education Study is a two-part study designed to describe the condition of education for American Indian/Alaska Native students in the United States. The study was conducted by the National Center for Education Statistics for the U.S. Department of Education, with the support of the Office of Indian Education. This report, Part…

  17. Fourth and fifth grade Latino(a) students making meaning of scientific informational texts

    NASA Astrophysics Data System (ADS)

    Croce, Keri-Anne

    Using a socio-psycholinguistic perspective of literacy and a social-semiotic analysis of texts, this study investigates how six students made meaning of informational texts. The students came to school from a variety of English and Spanish language backgrounds. The research question being asked was 'How do Latino(a) fourth and fifth grade students make meaning of English informational texts?' Miscue analysis was used as a tool to investigate how students who have been labeled non-struggling readers by their classroom teacher and are from various language backgrounds approached five informational texts. In order to investigate students' responses to the nature of informational texts, this dissertation draws on commonly occurring structures within texts. Primary data collected included read alouds and retellings of five texts, retrospective miscue analysis, and interviews with six participant students. Two of these participants are discussed within this dissertation. Secondary data included classroom observations and teacher interviews. This study proposes that non-native speakers may use scientific concept placeholders as they transact with informational texts. The use of scientific concept placeholders by a reader indicates that the reader is engaged in the meaning making process and possesses evolving scientific knowledge about a phenomenon. The findings suggest that Latino(a) students' understandings of English informational texts is influenced not only by a student's language development but also (1) the nature of the text; (2) the reading strategies that a student uses, such as the use of placeholders; (3) the influence of the researcher during the aided retelling. This study contributes methodological tools to assess English language learners' reading. The conclusions presented within this study also support the idea that students from a variety of language backgrounds slightly altered their reliance on certain cuing systems as they encountered various sub-genres within an informational text. I conclude that reading assessment should account for how a student approaches different structural elements of a text.

  18. Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both?

    PubMed Central

    McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.

    2013-01-01

    The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia, or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic, and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. PMID:22876769

  19. Fourth Grade Factory--An Integrated, Collaborative Unit in Manufacturing and Economics--Make It, Take It.

    ERIC Educational Resources Information Center

    Bliss, Clifford; Giles, Bob

    This unit for fourth grade and high school includes elements of careers, economics and free enterprise for fourth graders and elements of problem solving and design, manufacturing, drafting, and woodworking for high school students. The unit is taught in both the fourth grade and the high school classrooms. The unit involves planning, designing,…

  20. Dyslexia and Fonts: Is a Specific Font Useful?

    PubMed Central

    Bachmann, Christina; Mengheri, Lauro

    2018-01-01

    Nowadays, several books published in different fonts advertised as being particularly suitable for dyslexics are available on the market. Our research aimed to assess the significance of a specific reading font especially designed for dyslexia, called EasyReading™. The performances of good readers and dyslexics were compared. Fourth grade primary school students (533 students in total) were assessed based on reading tasks presented with two different layouts: the popular Times New Roman and EasyReading™, in order to investigate whether children’s performances were influenced by the fonts used. The results of the study were both statistically and clinically significant, proving that EasyReading™ can be considered a compensating tool for readers with dyslexia, and a simplifying font for all categories of readers. PMID:29757944

  1. Assessment of Online Patient Education Materials from Major Dermatologic Associations

    PubMed Central

    John, Ann M.; John, Elizabeth S.; Hansberry, David R.

    2016-01-01

    Objective: Patients increasingly use the internet to find medical information regarding their conditions and treatments. Physicians often supplement visits with written education materials. Online patient education materials from major dermatologic associations should be written at appropriate reading levels to optimize utility for patients. The purpose of this study is to assess online patient education materials from major dermatologic associations and determine if they are written at the fourth to sixth grade level recommended by the American Medical Association and National Institutes of Health. Design: This is a descriptive and correlational design. Setting: Academic institution. Participants/measurements: Patient education materials from eight major dermatology websites were downloaded and assessed using 10 readability scales. A one-way analysis of variance and Tukey’s Honestly Statistically Different post hoc analysis were performed to determine the difference in readability levels between websites. Results: Two hundred and sixty patient education materials were assessed. Collectively, patient education materials were written at a mean grade level of 11.13, with 65.8 percent of articles written above a tenth grade level and no articles written at the American Medical Association/National Institutes of Health recommended grade levels. Analysis of variance demonstrated a significant difference between websites for each reading scale (p<0.001), which was confirmed with Tukey’s Honestly Statistically Different post hoc analysis. Conclusion: Online patient education materials from major dermatologic association websites are written well above recommended reading levels. Associations should consider revising patient education materials to allow more effective patient comprehension. (J ClinAesthet Dermatol. 2016;9(9):23–28.) PMID:27878059

  2. Assessment of Online Patient Education Materials from Major Dermatologic Associations.

    PubMed

    John, Ann M; John, Elizabeth S; Hansberry, David R; Lambert, William Clark

    2016-09-01

    Objective: Patients increasingly use the internet to find medical information regarding their conditions and treatments. Physicians often supplement visits with written education materials. Online patient education materials from major dermatologic associations should be written at appropriate reading levels to optimize utility for patients. The purpose of this study is to assess online patient education materials from major dermatologic associations and determine if they are written at the fourth to sixth grade level recommended by the American Medical Association and National Institutes of Health. Design: This is a descriptive and correlational design. Setting: Academic institution. Participants/measurements: Patient education materials from eight major dermatology websites were downloaded and assessed using 10 readability scales. A one-way analysis of variance and Tukey's Honestly Statistically Different post hoc analysis were performed to determine the difference in readability levels between websites. Results: Two hundred and sixty patient education materials were assessed. Collectively, patient education materials were written at a mean grade level of 11.13, with 65.8 percent of articles written above a tenth grade level and no articles written at the American Medical Association/National Institutes of Health recommended grade levels. Analysis of variance demonstrated a significant difference between websites for each reading scale (p<0.001), which was confirmed with Tukey's Honestly Statistically Different post hoc analysis. Conclusion: Online patient education materials from major dermatologic association websites are written well above recommended reading levels. Associations should consider revising patient education materials to allow more effective patient comprehension. (J ClinAesthet Dermatol. 2016;9(9):23-28.).

  3. When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

    NASA Astrophysics Data System (ADS)

    Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

    2017-06-01

    Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children's cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place.

  4. How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia.

    PubMed

    Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

    2018-05-01

    This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. © 2018 The Authors Dyslexia Published by John Wiley & Sons Ltd.

  5. The everyday meets the academic: How bilingual Latino/a third graders use sociocultural resources to learn in science and social studies

    NASA Astrophysics Data System (ADS)

    McIntosh Ciechanowski, Kathryn E.

    Driven by questions surrounding the documented "fourth-grade slump" in student test scores and about the content learning of English language learners, this dissertation examines the science and social studies literacy practices of third grade bilingual Latino/as in an urban school. Using qualitative and quantitative methods, I examined three questions: (a) What content area demands are evident in instruction and in the assigned texts that children read? (b) What sociocultural knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? and (c) What linguistic knowledge do students draw on in the reading and writing of content area texts? How does it shape their reading and writing? These questions are premised on three key tenets from the extant research literature. First, research has documented that middle grade students struggle to make sense of content texts, which could be caused by not only a scarcity of expository texts in early grades but also by discipline-specific demands in the content texts. Second, although all students may struggle to read specialized texts, students from non-mainstream backgrounds may struggle more because they do not possess the social and linguistic capital valued in mainstream schools. Third, sociocultural research has documented the importance of social and cultural funds of knowledge in classroom learning and knowledge construction. Guided by these tenets, I observed for six months in 2 classes and recorded field notes, interviewed participants, collected artifacts, and conducted pre- and post-unit assessments. Analytic methods included quantitative evaluation of assessments and constant comparative and discourse analyses. Findings indicate that the textbooks posed linguistic and conceptual demands and represented multiple discourses including the discourses of the natural and social sciences. To make sense of texts, students drew from various sociocultural resources such as popular culture, family, and children's literature. The teacher was more likely to take up these resources (although briefly) when they tightly aligned with instructional goals. Bilingual students faced great complexity as they drew upon linguistic resources to learn technical language and content in two languages and within multiple academic and everyday discourses.

  6. Ohio Ag in the Classroom. Fourth Grade Curriculum Guide.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Agriculture, Columbus.

    Adapted from Idaho's fourth grade agricultural education curriculum guide, this manual was created because there were insufficient resources available to Ohio students about the systems that provide human beings with food and fiber. Economically Ohio's largest industry, agriculture, serves as a basis for providing fourth-grade teachers with…

  7. 78 FR 44553 - Agency Information Collection Activities; Comment Request; Early Childhood Longitudinal Study...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-07-24

    ... Third-Grade National Collection, Fourth-Grade Recruitment, and Fifth-Grade Tracking AGENCY: Department...-Grade Recruitment, and Fifth-Grade Tracking. OMB Control Number: 1850-0790. Type of Review: Revision of...) recruitment for the spring 2015 fourth-grade data collection, and (3) tracking students for the spring 2016...

  8. Movie subtitles reading skills of elementary school children.

    PubMed

    Minucci, Michele Viana; Cárnio, Maria Silvia

    2010-01-01

    the abilities of school children for reading static texts have been widely discussed, however little is known about how well they can read dynamic texts and what skills are required for this kind of reading. to evaluate the skills involved in reading movie subtitles of 2nd and 4th graders of students at the a public school. analysis of the level and skills needed for movie subtitles reading, through the retelling of a section of a movie watched individually by 60 students, 30 2nd graders and 30 4th graders matched for age and gender, with no sound and with subtitles. there were no significant differences in the level of school literacy between students of the different school grades. Considering the skills and the subtitles reading level, 4th graders presented a significant better performance when compared to the 2nd graders. Fourth graders presented skills related to the levels of literal comprehension and independent comprehension, whereas 2nd graders where mostly at the decoding level. 2nd graders are at the textual decoding level of movie subtitles, while 4th graders are at the literal comprehension level of movie subtitles. This indicates that schooling has an influence on the reading of movie subtitles. However, the school literacy literacy was not a significant factor for movie subtitles reading.

  9. Comparison of students from private and public schools on the spelling performance.

    PubMed

    Silva, Nathane Sanches Marques; Crenitte, Patrícia Abreu Pinheiro

    2015-01-01

    To compare the spelling ability of schoolchildren from the fourth to sixth grades of the elementary schools in the private and public schools of Bauru, São Paulo, and to verify whether errors are overcome as studies progress and the hierarchy of errors as to how often they occur. A dictation was applied to 384 schoolchildren: 206 from the private schools: 74 were at the fourth grade, 65 at the fifth grade, and 67 at the sixth grade; and 178 from the public schools; 56 at the fourth grade, 63 at the fifth grade, and 59 at the sixth grade of elementary school. Student's t test was used. In comparison of total spelling errors score, difference was found among the fourth and sixth grades of the private and public schools. Spelling errors decreased as education progressed, and those related to language irregularities were more common. Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

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

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

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

  11. The Contribution of Executive Functions to Narrative Writing in Fourth Grade Children

    ERIC Educational Resources Information Center

    Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo

    2015-01-01

    The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation…

  12. Extrinsic Motivators Affecting Fourth-Grade Students' Interest and Enrollment in an Instrumental Music Program

    ERIC Educational Resources Information Center

    Vasil, Martina

    2013-01-01

    The purpose of this study was to investigate fourth-grade students' extrinsic motivators for joining and continuing in a school instrumental music program. Three research questions were investigated: (a) What extrinsic motivators have influenced fourth-grade students' initial interest and continuing participation in an instrumental music program?…

  13. Career Education Classroom Activities: North Dakota, K-12: Elementary (Fourth).

    ERIC Educational Resources Information Center

    North Dakota State Board for Vocational Education, Bismarck.

    The career education activities in the guide are designed to be integrated with the school curriculum at the fourth grade level. They should be used selectively according to class needs and capabilities. A career education philosophy, how to use the guide, and intermediate (grades 4-6) objectives are outlined. Fourth grade career education…

  14. Bullying Prevention in the Elementary Classroom Using Social Skills

    ERIC Educational Resources Information Center

    Anderson, Stacie; Swiatowy, Colleen

    2008-01-01

    Our action research project report provided students with social skills training to effectively handle bullying situations in the fourth grade. Our study involved 70 fourth-grade students and began Monday, January 14, 2008 and concluded Friday, May 2, 2008. The behaviors documented from the fourth grade students were name calling, exclusion,…

  15. Examining Variations in Fourth-Grade Children's Participation in School Breakfast and Lunch Programs by Student and Program Demographics

    ERIC Educational Resources Information Center

    Guinn, Caroline H.; Baxter, Suzanne Domel; Finney, Christopher J.; Hitchcock, David B.

    2013-01-01

    Purpose/Objectives: Analyses were conducted to examine variations in fourth-grade children's participation in school-breakfast and school-lunch programs by weekday, month, socioeconomic status, absenteeism, gender, and school-breakfast location. Methods: Fourth-grade children were participants in a dietary-reporting validation study during either…

  16. The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

    NASA Astrophysics Data System (ADS)

    Adams, Kenneth Mark

    The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear to be sensitive to different perceptual preferences. Students with different preferences for auditory, visual, and tactile modalities, when learning, seem to benefit equally from learning cycle exposure. Increased use of a double blind for future learning styles research was recommended.

  17. Readability, complexity, and suitability of online resources for mastectomy and lumpectomy.

    PubMed

    Tran, Bao Ngoc N; Singh, Mansher; Singhal, Dhruv; Rudd, Rima; Lee, Bernard T

    2017-05-15

    Nearly half of American adults have low or marginal health literacy. This negatively affects patients' participation, decision-making, satisfaction, and overall outcomes especially when there is a mismatch between information provided and the skills of the intended audience. Recommendations that patient information be written below the sixth grade level have been made for over three decades. This study compares online resources for mastectomy versus lumpectomy using expanded metrics including readability level, complexity, and density of data and overall suitability for public consumption. The 10 highest ranked Web sites for mastectomy and lumpectomy were identified using the largest Internet engine (Google). Each Web site was assessed for readability (Simple Measure of Gobbledygook), complexity (PMOSE/iKIRSCH), and suitability (Suitability Assessment of Materials). Scores were analyzed by each Web site and overall. Readability analysis showed a significant reading grade level difference between mastectomy and lumpectomy online information (15.4 and 13.9, P = 0.04, respectively). Complexity analysis via PMOSE/iKIRSCH revealed a mean score of 6.5 for mastectomy materials corresponding to "low" complexity and eighth to 12 th grade education. Lumpectomy literature had a lower PMOSE/iKIRSCH score of 5.8 corresponding to a "very low" complexity and fourth to eighth grade education (P = 0.05). Suitability assessment showed mean values of 41% and 46% (P = 0.83) labeled as the lowest level of "adequacy" for mastectomy and lumpectomy materials, respectively. Inter-rater reliability was high for both complexity and suitability analysis. Online resources for the surgical treatment of breast cancer are above the recommended reading grade level. The suitability level is barely adequate indicating a need for revision. Online resources for mastectomy have a higher reading grade level than do materials for lumpectomy and tend to be more complex. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. The development of a science process assessment for fourth-grade students

    NASA Astrophysics Data System (ADS)

    Smith, Kathleen A.; Welliver, Paul W.

    In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed writing teams and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.

  19. Going Out on a Limb: A Reading and Writing Course about the Fourth Dimension.

    ERIC Educational Resources Information Center

    Putz, John F.

    2001-01-01

    Describes a reading and writing course about the fourth dimension that involves readings selected from both mathematical and non-mathematical literature, frequent class discussion, several invited speakers from disciplines other than mathematics, and some hands-on and group activities. (Author/ASK)

  20. Fire Safety: Stop the Heat. Fourth Grade. Fire Safety for Texans: Fire and Burn Prevention Curriculum Guide.

    ERIC Educational Resources Information Center

    Texas State Commission on Fire Protection, Austin.

    This booklet comprises the fourth grade component of a series of curriculum guides on fire and burn prevention. Designed to meet the age-specific needs of fourth grade students, its objectives include: (1) understanding principles of extinguishing fires, (2) investigating issues of peer pressure related to fire setting, (3) developing…

  1. Lexical quality and executive control predict children's first and second language reading comprehension.

    PubMed

    Raudszus, Henriette; Segers, Eliane; Verhoeven, Ludo

    2018-01-01

    This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD  = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available ( n  = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension.

  2. Technology Integration in Third, Fourth and Fifth Grade Classrooms in a Florida School District

    ERIC Educational Resources Information Center

    Pittman, Tiffani; Gaines, Trudi

    2015-01-01

    Third, fourth and fifth grade teachers have the potential to shape the way their students will begin to view and use technology. This study investigated the nature of technology usage among third, fourth and fifth grade teachers in a Florida school district as well as the relationship between the level of technology usage factors such as available…

  3. The Correlation between the Fourth Grade Students' Level of Functional Literacy and Metacognitive Awareness

    ERIC Educational Resources Information Center

    Özenç, Emine Gül; Dikici, Hidayet

    2016-01-01

    The present study aims at presenting the relationship between the fourth grade primary school students' level of functional literacy and metacognitive awareness. The study group of the research is made up of 406 fourth grade students attending school during 2015-2016 academic year in Nigde. This study adopts survey model and its data collection…

  4. Evaluating Science Education Reform via Fourth-Grade Students' Image of Science Teaching

    ERIC Educational Resources Information Center

    Yilmaz, Hulya; Turkmen, Hakan; Pedersen, Jon E.

    2008-01-01

    The purpose of this study was to investigate fourth-grade students image of current science teaching by using a Draw-A-Science-Teacher-Test Checklist (DASTT-C), and give a glance whether the new restructured science education reform in Turkey is implemented successfully or not. Fifty-five (34 girls and 21 boys) fourth-grade students from three…

  5. Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade one to two

    PubMed Central

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

    2012-01-01

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

  6. The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students

    ERIC Educational Resources Information Center

    White, Kevin N.

    2007-01-01

    Many students in a fourth grade classroom at Logan Elementary School are expressing numerous types of negative behaviors, are not motivated to learn, and do not stay on-task. In an effort to change these students, an action research study was conducted that implemented background music in the classroom. There were ten fourth grade students who…

  7. Teaching Reading Skills to Learning-Disabled Fourth to Sixth Graders through Content Areas.

    ERIC Educational Resources Information Center

    Leung, Esther K.

    The study examined the value of teaching reading skills to learning disabled (LD) fourth to sixth graders through the content areas. Four LD resource teachers implemented the year-long program with 12 experimental and 10 control subjects. Experimental subjects were taught specific reading skills through their Social Studies and/or Science…

  8. Developmental gains in visuospatial memory predict gains in mathematics achievement.

    PubMed

    Li, Yaoran; Geary, David C

    2013-01-01

    Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning.

  9. Developmental Gains in Visuospatial Memory Predict Gains in Mathematics Achievement

    PubMed Central

    Li, Yaoran; Geary, David C.

    2013-01-01

    Visuospatial competencies are related to performance in mathematical domains in adulthood, but are not consistently related to mathematics achievement in children. We confirmed the latter for first graders and demonstrated that children who show above average first-to-fifth grade gains in visuospatial memory have an advantage over other children in mathematics. The study involved the assessment of the mathematics and reading achievement of 177 children in kindergarten to fifth grade, inclusive, and their working memory capacity and processing speed in first and fifth grade. Intelligence was assessed in first grade and their second to fourth grade teachers reported on their in-class attentive behavior. Developmental gains in visuospatial memory span (d = 2.4) were larger than gains in the capacity of the central executive (d = 1.6) that in turn were larger than gains in phonological memory span (d = 1.1). First to fifth grade gains in visuospatial memory and in speed of numeral processing predicted end of fifth grade mathematics achievement, as did first grade central executive scores, intelligence, and in-class attentive behavior. The results suggest there are important individual differences in the rate of growth of visuospatial memory during childhood and that these differences become increasingly important for mathematics learning. PMID:23936154

  10. The Effect of Using Computer Games in Teaching Mathematics on Developing the Number Sense of Fourth Grade Students

    ERIC Educational Resources Information Center

    Nejem, Khamis Mousa; Muhanna, Wafa

    2013-01-01

    The purpose of this study was to investigate the effect of using computer games in teaching mathematics on developing the number sense of fourth grade students. To achieve this purpose a study sample of (81) students was selected from the fourth grade. This sample was divided into two groups. One group was randomly chosen to be the experimental…

  11. Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

    PubMed

    Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

    2017-11-09

    This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

  12. Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011): User's Manual for the ECLS-K:2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Public Version. NCES 2018-032

    ERIC Educational Resources Information Center

    Tourangeau, Karen; Nord, Christine; Lê, Thanh; Wallner-Allen, Kathleen; Vaden-Kiernan, Nancy; Blaker, Lisa; Najarian, Michelle

    2018-01-01

    This manual provides guidance and documentation for users of the longitudinal kindergarten-fourth grade (K-4) data file of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It mainly provides information specific to the fourth-grade round of data collection. The first chapter provides an overview of the…

  13. [Reliability of a questionnaire for measuring physical activity and sedentary behavior in children from preschool to fourth grade].

    PubMed

    Camargo, Diana Marina; Santisteban, Stefany; Paredes, Erika; Flórez, Mary Ann; Bueno, Diego

    2015-01-01

    International recommendations for physical activity and time spent in sedentary behaviors for children in their early years require the availability of measuring instruments with psychometric properties that allow for the assessment of population dynamics and interventions to improve health. To evaluate the reliability of a questionnaire to measure physical activity and sedentary behaviors in children from preschool to fourth grade. One hundred and eight parents answered the questionnaire. The instrument included socio-demographic variables, as well as those associated with physical activity, including time walking to school, organized sports and playtime activities. Sedentary behaviors included motorized transport to school, reading and "screen time", sleeping and extracurricular courses. Internal consistency, reproducibility and agreement were evaluated using Cronbach's alpha coefficient, the Intraclass Correlation Coefficient (ICC) and the Bland and Altman limits of agreement method, respectively. Internal consistency for physical activity ranged from 0.59 to 0.64, and for sedentary behaviors between 0.22 and 0.34. The highest reproducibility was found for walking to school and time spent on this (kappa=0.79, ICC 0.69), and organized sports, and time on this activity (kappa=0.72, ICC 0.76). Among sedentary behaviors, motorized transport to school and computer use showed kappas of 0.82 and 0.71, respectively; additionally, the time spent on these behaviors showed an ICC of 0.8 and 0.59, respectively. We found limits of agreement between moderate and good for reading time, napping, extracurricular courses, computer and console use. The questionnaire provided reliable information on the physical activity and sedentary behaviors in children under 10 years of age and could be used in other Latin American countries.

  14. Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn C.; Schatschneider, Christopher; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G.

    2016-01-01

    The present study used a randomized control trial to examine the effects of a widely used multicomponent Tier 2-type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

  15. Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders with Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kent, Shawn; Christopher, Schatschneider; Haynes, Martha; Rivas, Brenna K.; Jones, Francesca G.

    2016-01-01

    The present study used a randomized control trial to examine the effects of a widely-used multi-component Tier 2 type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4-7 students…

  16. Validity of Research-Grade Actigraphy Unit for Measuring Exercise Intensity

    PubMed Central

    Han, Ke-Tsung; Wang, Po-Ching

    2017-01-01

    This study was conducted in a free-living setting to investigate the measurement validity of a research-based actigraph for strolling and jogging, and to provide a reference for actual practice and research. Because inadequate physical activity (PA) or sedentary lifestyle has become the fourth leading risk factor for mortality worldwide, many countries have been vigorously promoting the concept of “active living”, and the public has been investing greater effort into intensifying their PA. Although research-grade actigraphs have been widely applied to evaluate PA in routine environments, the measurement results may not accurately reflect the wearers’ PA. Unlike most relevant research, which is conducted in well-controlled laboratory environments, the present study was implemented in the field to examine the sensitivity and convergent validity of the MicroMini Motionlogger® Actigraph during strolling and jogging. The following results were revealed: (1) Although the exercise movement speed while jogging was significantly faster than that while strolling, the actigraph readings showed no significant difference between strolling and jogging; (2) The actigraph readings were (significantly or nonsignificantly) negatively correlated with metabolic heat and nonsignificantly correlated with movement speeds. Hence, the actigraph validity for measuring PA intensity while strolling and jogging remains debatable. PMID:28489046

  17. Core Vocabulary in Written Personal Narratives of School-Age Children

    PubMed Central

    Wood, Carla; Appleget, Allyssa; Hart, Sara

    2016-01-01

    This study aimed to describe core words of written personal narratives to inform the implementation of AAC supports for literacy instruction. Investigators analyzed lexical diversity, frequency of specific word use and types of words that made up 70% of the total words used in 211 written narrative samples from children in first grade (n =94) and fourth grade (n=117). Across grades 191 different words made up 70% of the total words used in the 211 written narrative samples. The top 50 words were comprised of content words (64%) and function words (36%). Grade differences were noted in diversity and types of words, including differences in the number of words comprising the core (132 words for children in first grade and 207 for fourth grade) and a higher proportion of abstract nouns for children in fourth grade based on the 200 most frequently occurring words for each grade. PMID:27559987

  18. Predictors and Outcomes Associated with Trajectories of Revenge Goals from Fourth Grade through Seventh Grade

    ERIC Educational Resources Information Center

    McDonald, Kristina L.; Lochman, John E.

    2012-01-01

    The present study identified longitudinal trajectories of revenge goals in a sample of at-risk youth (N = 240; 63.3% male) followed from fourth grade through seventh grade. Three revenge goal trajectory groups were identified: a low-stable group, an increasing group, and a decreasing group. The increasing and decreasing groups were initially more…

  19. Doing Your Thing: Fourth Grade.

    ERIC Educational Resources Information Center

    Potter, Beverly

    The fourth grade instructional unit, part of a grade school level career education series, is designed to assist learners in relating present experiences to past and future ones. Before the main body of the lessons is described, field testing results are reported, and key items are presented: the concepts, the estimated instructional time, the…

  20. Perspectives on Senate Bill 55.

    ERIC Educational Resources Information Center

    Massarelli, Corey L.

    1999-01-01

    Surveys parents, students, teachers, and administrators in one Ohio school district about Senate Bill 55, which prohibits promoting to fifth grade any fourth grade student who fails the fourth grade proficiency test. Argues that legislators determined what is best for students without educators' input, and that the public still has a lot to learn…

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