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A Correlation Study Between Semi Annual Reading Grades And Performance On The Reading Texas Assessment Of Knowledge And Skills Test Of Fifth Grade Students In An Urban Texas School District
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Book Synopsis A Correlation Study Between Semi-annual Reading Grades and Performance on the Reading Texas Assessment of Knowledge and Skills Test of Fifth Grade Students in an Urban Texas School District by : Steven L. Wurtz
Download or read book A Correlation Study Between Semi-annual Reading Grades and Performance on the Reading Texas Assessment of Knowledge and Skills Test of Fifth Grade Students in an Urban Texas School District written by Steven L. Wurtz and published by . This book was released on 2010 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1979 with total page 1148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills by : Federico Hernandez
Download or read book The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills written by Federico Hernandez and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the Texas Assessment of Knowledge and Skills and the mathematics achievement of middle school students in a large urban school district in southwestern United States as assessed by the Texas Assessment of Knowledge and Skills. A correlational research design was used to study this relationship. The participants were current high school students who were administered both the Reading and Mathematics sections of the Texas Assessment of Knowledge and Skills in their sixth, seventh, and eighth grade year in middle school (N = 652). A bivariate analysis using the Pearson product-moment correlation technique was used to determine the strength and direction of the relationship between the three different levels of reading achievement and mathematics achievement as measured by the Texas Assessment of Knowledge and Skills. Students who achieved a Commended performance and a Met Standard performance in the Reading section of the Texas Assessment of Knowledge and Skills in sixth, seventh, and eighth grade, all yielded a correlation coefficient that was statistically significant with a p-value .01. This also held true for the overall relationship in sixth (r = + .481 and N =652), seventh (r = + .537 and N = 652), and eighth (r = + .385 and N = 652) grade. These results suggest that there is a moderate to strong relationship between the reading achievement and mathematics achievement of sixth, seventh, and eighth grade students who achieved a Commended or Met Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The seventh grade students who achieved a Did Not Meet Standard in the Reading section of the Texas Assessment of Knowledge and Skills, N = 53, yielded a correlation coefficient, r = + .325, which was statistically significant with a p-value
Book Synopsis The Relationship Between Reading and Science Achievement of Fifth Grade Students as Measured by the Texas Assessment of Knowledge and Skills Test by : Charles H. Ratliff
Download or read book The Relationship Between Reading and Science Achievement of Fifth Grade Students as Measured by the Texas Assessment of Knowledge and Skills Test written by Charles H. Ratliff and published by . This book was released on 2007 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bivariate analyses using the Pearson product-moment correlation technique were implemented to determine the strength and direction of the relationship between the reading and science achievements of the study group.
Book Synopsis Impact of the Fifth Grade Mathematics Texas Assessment of Knowledge and Skills' Readability and High Frequency Words on Student Performance by : Anna Marie Mastee
Download or read book Impact of the Fifth Grade Mathematics Texas Assessment of Knowledge and Skills' Readability and High Frequency Words on Student Performance written by Anna Marie Mastee and published by . This book was released on 2010 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study was to investigate the effects of the readability level and percentage of high frequency words have on student performance by objective on the April 2009 5th grade administration of the mathematics Texas Assessment of Knowledge and Skills. The Fry Readability graph was used to compute the estimated reading levels of the questions and a list of two hundred high frequency words composing 60% of the most commonly encountered words in text were used. The readability levels and high frequency word content were compared to the scores of 122 fifth grade students in one south Texas elementary school. The results of this study revealed that although the mean readability levels for each objective fell below the fifth grade reading level, variability exists amongst the reading levels within the individual questions in the objectives that range from first grade to tenth grade. In addition, the mean percentage of high frequency words fell within the same range for all objectives, but again shows variability amongst individual questions within the objective. Although the mean reading levels and percentage of high frequency words per objective were similar, variability exists in the individual questions.
Book Synopsis The Relationship of Student Use of the Scholastic ReadAbout Software System on Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas by : Ross M. McGlothlin
Download or read book The Relationship of Student Use of the Scholastic ReadAbout Software System on Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas written by Ross M. McGlothlin and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of Scholastic, Incorporated's ReadAbout software system on student achievement in the subject of reading. The study assessed the relationship between the amount of time third and fourth grade students spent utilizing the program and their scale scores on the Texas Assessment of Knowledge and Skills (TAKS) reading test, as reported in student records of third and fourth graders at Comal Independent School District, Texas. Additionally, the study attempted to determine possible differences among students for the variables of gender, primary language of learning, and socio-economic status, as reported in student records of third and fourth graders at Comal Independent School District, Texas. For the purpose of this study, school and student performance analysis included only the nine elementary schools in the Comal Independent School District that served third and fourth grade students during the 2007-2008 school year. The student population under study consisted of a total of 585 third graders and 792 fourth graders (1377 total students). The research findings of this study include the following: 1. There was a statistically significant relationship between the amount of time that both third grade and fourth grade students spent using the ReadAbout software system and their performance on the third and fourth grade TAKS reading tests. 2. No statistically significant relationships were determined for gender or socioeconomic status when the amount of time individuals in each subpopulation spent using ReadAbout and the students' TAKS reading test scale scores were compared. However, in the analysis for primary language of learning, a small group of Spanish-speaking students who used ReadAbout for more than 16.5 hours prior to taking the test outperformed their English-speaking peers in the same usage category, and this difference did prove to be statistically significant.
Book Synopsis Report of the National Reading Panel by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis From Clunk to Click by : Janette K. Klingner
Download or read book From Clunk to Click written by Janette K. Klingner and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Correlation Between Reading Skills and Mathematics Performance by : Sandra M. Villa
Download or read book Correlation Between Reading Skills and Mathematics Performance written by Sandra M. Villa and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Correlation of the Accelerated Reading Program on the Fifth Grade Writing Scores by : Janet Wingard
Download or read book The Correlation of the Accelerated Reading Program on the Fifth Grade Writing Scores written by Janet Wingard and published by . This book was released on 2010 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was a correlation research design which utilized pre-existing data. The purpose of this study was to examine the correlation between reading and writing. The research was guided b the following question: Is there a statistically significant correlation between the Accelerated reader Program scores and the scores received by fifth grade students on the Alabama Direct Assessment of Writing? The null hypothesis stated that there is not a statistically significant correlation in the scores of fifth grade students on the Alabama Direct Assessment Writing when the Accelerated Reader Program. Data was analyzed using a Pearson-r for two independent sample means. The .05 level of significance was accepted. The instruments used in this study were the Accelerated Reader Program (AR) and the Alabama Direct Assessment of Writing (ADAW) for fifth grade. There were approximately 70 students from the 2007-2008 school years who were taught using the AR program. These students also were examined using the ADAW. The researcher used random sampling to select 20 students from the data. Based on the findings, the null hypothesis was not rejected. So the researcher concluded that there is no correlation between the Accelerated Reader program and Alabama Direct Assessment of Writing. This chapter contains a summary, conclusions from the findings, and recommendations for practice and further research.
Book Synopsis A Quantitative Study on the Relationship Between Fifth Grade Students’ Reading and Writing Test Scores by : Janis R. Scott
Download or read book A Quantitative Study on the Relationship Between Fifth Grade Students’ Reading and Writing Test Scores written by Janis R. Scott and published by . This book was released on 2009 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: A basic correlational research design was used in this quantitative study to correlate the reading and writing test scores of 47 fifth grade students at a rural public school in southwest Georgia. The instruments used in the study were the 2008 Georgia Grade 5 CRCT Reading and the 2008 Georgie Grade 5 CRCT Writing Assessment. The purpose of this study was to examine the 2008 Georgia Grade 4 CRCT Reading and the 2008 Georgia Grade 5 Writing Assessment to determine whether there is a correlation between fifth grade students’ reading and writing test scores. The research concluded that there is a significant correlation between the Grade 5 CRCT Reading test scores and the Grade 5 CRCT Writing Assessment test scores. This study cannot be generalized to another educational setting. Future research should be conducted to include a larger sample size, various grade levels, and different geographic areas.
Book Synopsis The Impact of Year-round Education on Fifth Grade African American Reading Achievement Scores in an Urban Illinois School by : Carolyn Ann Merrill
Download or read book The Impact of Year-round Education on Fifth Grade African American Reading Achievement Scores in an Urban Illinois School written by Carolyn Ann Merrill and published by . This book was released on 2012 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to determine the impact of the year-round education school calendar on the standardized test performance of fifth grade African American students, as measured by the Illinois Standards Achievement Test (ISAT) in reading. The ISAT reading scores from two year-round education (YRE) schools (School A and School B) were compared with two traditional calendar education (TCE) schools (School C and School D). The selection of schools was based on numerous factors in order to ensure that the year-round education schools and traditional calendar education schools were similar in socioeconomic status and in the number of African American students attending the schools. Descriptive and inferential analyses were conducted. Descriptive analyses consisted of determining means and standard deviations of study variables. Inferential statistics consisted of a 2 (school type) x 3 (lunch status) between subjects factorial ANOVA to demonstrate main effects of each independent variable, as well as the interaction effect of both variables together on the dependent variable. Results of this study concluded that there was not a significant difference between the year-round and traditional school groups on ISAT reading scores. There were no significant differences between the free lunch, reduced lunch, and paid lunch groups on ISAT reading scores. The interaction effect for school type x lunch status was not significant. Although the current research did not support the previous literature that indicates year-round education might mitigate some of the risks associated with low-socioeconomic status, further research should be conducted on this topic. The present research indicates that within classrooms, educational quality and student outcomes may depend on several factors. Future research on the particular qualities and attributes of the teacher, the social and physical context in which learning unfolds, and the specific activities and events structuring how children experience their time as learners may continue to shed light on the educational attainment discrepancies between different groups of students.
Book Synopsis Testing, Teaching, and Learning by : National Research Council
Download or read book Testing, Teaching, and Learning written by National Research Council and published by National Academies Press. This book was released on 1999-10-06 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Book Synopsis Analysis of Reading Fluency and Comprehension Measures for Fourth Grade Students. Technical Report # 27 by : Julie Alonzo
Download or read book Analysis of Reading Fluency and Comprehension Measures for Fourth Grade Students. Technical Report # 27 written by Julie Alonzo and published by . This book was released on 2004 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty, race and ethnicity, disability, and limited English proficiency. By the 2005-06 school year, tests must be expanded to include at least one year between grades 10-12, and by 2007-08, states must also include science assessments at least once in grades 3-5, grades 6-9, and grades 10-12. The law requires states to set annual measurable objectives to track student progress towards reaching proficiency, with the ultimate goal that "all groups of students--including low-income students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency--reach proficiency within 12 years". This report summarizes the spring 2003, fourth-grade reading achievement data from 29 different schools in an urban school district in the Pacific Northwest. The original data set contained 1,290 students, but some students were missing data in some but not all of the dependent variable measures, so the total sample size used for different analyses varies by measure. Item Analysis for District Reading Test, Selected Response: Forms A and B is appended. (Contains 17 tables.).
Book Synopsis The Impact of a Computer Based Math Instruction Program on Fifth Grade Student Academic Performance on the Texas Assessment of Knowledge and Skills in One School District by : Brian B. Abel
Download or read book The Impact of a Computer Based Math Instruction Program on Fifth Grade Student Academic Performance on the Texas Assessment of Knowledge and Skills in One School District written by Brian B. Abel and published by . This book was released on 2011 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A correlation study of reading ability, grouping and creativity test scores in a second grade classroom at Storm Elementary School, San Antonio Texas by : Evelyn Estabrook Moloney
Download or read book A correlation study of reading ability, grouping and creativity test scores in a second grade classroom at Storm Elementary School, San Antonio Texas written by Evelyn Estabrook Moloney and published by . This book was released on 1972 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Transformation of Title IX by : R. Shep Melnick
Download or read book The Transformation of Title IX written by R. Shep Melnick and published by Brookings Institution Press. This book was released on 2018-03-06 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
