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A Longitudinal Study Of The Reading Achievement Effects Of Formal Reading Instruction In The Kindergarten
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Book Synopsis A Longitudinal Study of the Reading Achievement Effects of Formal Reading Instruction in the Kindergarten by : Isabel L. Beck
Download or read book A Longitudinal Study of the Reading Achievement Effects of Formal Reading Instruction in the Kindergarten written by Isabel L. Beck and published by . This book was released on 1973 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Cross-sectional and Longitudinal Relationships of Early Childhood School Assessment Policies with Reading Instruction and Reading Achievement by : Haesung Im
Download or read book The Cross-sectional and Longitudinal Relationships of Early Childhood School Assessment Policies with Reading Instruction and Reading Achievement written by Haesung Im and published by . This book was released on 2015 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were (1) to examine the direct and indirect effect of school-level testing policies on reading achievement though changes in amount and types of reading instruction, (2) to investigate the reading trajectories moderated by school-level testing policies longitudinally, and (3) to examine the relationship between testing policies and the achievement gap by exploring whether certain student characteristics moderate the relationship between testing policy and reading achievement, using Early Childhood Longitudinal Study Kindergarten (ECLS-K) Cohort of 2010-2011 data. Findings from a multilevel full structural mediation model suggest that school-level frequency of state/local standardized tests had an indirect effect on student reading achievement through changes in both amount and the types of instruction at the school-level (cross-sectional fall kindergarten sample =12,241 children nested in 1,067 kindergarten classes). The findings from a three-level growth models indicated only children of Asian background and children from high socio-economic backgrounds who had frequent standardized tests in kindergarten accelerated in their monthly reading growth, whereas other children (e.g., low SES, non-Asian children) did not show any changes in the rate of the reading growth (longitudinal sample from fall of kindergarten to spring of first grade = 7,392 children nested in 744 kindergartens). The findings from the current study suggest that testing policy is not an effective means to reduce the achievement gap of underperforming children from disadvantaged family backgrounds or low socieo-economic backgrounds. These children did not seem to benefit from frequent standardized tests longitudinally. Implications for supporting school assessment practices and instruction are discussed.
Book Synopsis A Longitudinal Study of the Effects of Kindergarten Instruction with the Creative Action Reading Program on First Grade Reading and Achievement ... by : Letty Lou Schantz
Download or read book A Longitudinal Study of the Effects of Kindergarten Instruction with the Creative Action Reading Program on First Grade Reading and Achievement ... written by Letty Lou Schantz and published by . This book was released on 1973 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Study to Determine the Effects of Head Start Participation on Reading Achievement in Grades Kindergarten Through Six in Troy Public Schools by : Paula J. Nystrom
Download or read book A Longitudinal Study to Determine the Effects of Head Start Participation on Reading Achievement in Grades Kindergarten Through Six in Troy Public Schools written by Paula J. Nystrom and published by . This book was released on 1988 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading and the Kindergarten written by and published by . This book was released on 1969 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Preschool Reading Instruction by : William E. Blanton
Download or read book Preschool Reading Instruction written by William E. Blanton and published by . This book was released on 1972 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Kindergarten Instruction and Early Reading Achievement by : Robert L. Linn
Download or read book Kindergarten Instruction and Early Reading Achievement written by Robert L. Linn and published by . This book was released on 1985 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Study of the Effects of California's Early Childhood Education on Reading Achievement by : Marjorie Schwarz McBride
Download or read book A Longitudinal Study of the Effects of California's Early Childhood Education on Reading Achievement written by Marjorie Schwarz McBride and published by . This book was released on 1979 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Ed480 265 - Reading by : Kristin Denton
Download or read book Ed480 265 - Reading written by Kristin Denton and published by BiblioGov. This book was released on 2013-10 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kindergarten and first grade represent a time of rapid growth and learning'for children. During these years, children acquire the reading knowledge and skills that prepare them for future schooling and life. Until recently, little national data have been available on young children's reading skills. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), sponsored by the United States Department of Education's National Center for Education Statistics (NCES), strives to help fill this gap in knowledge. The study, which follows the academic progress of a nationally representative sample of children from kindergarten through fifth grade, provides information about children's reading achievement in early elementary school. This special analysis summarizes finding from the ECLS-K on children's reading skills through the first two years of school and the classroom experience of beginning readers. It explores some of the factors that relate to kindergartners' reading skills, such as the literacy environment in the home. In addition, the analysis focuses on differences in the instructional practices used to teach reading in kindergarten and the emphasis placed on various reading activities and skills. The special analysis concludes by examining the relationship between the type of kindergarten program (full-day or half-day) children attend and their reading skills and achievement.
Download or read book PREP Report written by and published by . This book was released on 1972 with total page 1072 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Long-term Effect of Whole-language Instruction on Kindergarten Students' Reading Comprehension After a Two-year Period, as Measured by Standardized Reading Comprehension Scores by : Karen L. Dornbos
Download or read book The Long-term Effect of Whole-language Instruction on Kindergarten Students' Reading Comprehension After a Two-year Period, as Measured by Standardized Reading Comprehension Scores written by Karen L. Dornbos and published by . This book was released on 1991 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Teacher's Guide to Preschool Reading Instruction by : William E. Blanton
Download or read book A Teacher's Guide to Preschool Reading Instruction written by William E. Blanton and published by . This book was released on 1973 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Science of Reading by : Margaret J. Snowling
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Book Synopsis Reading Performance of Elementary Students by : Dana Thames
Download or read book Reading Performance of Elementary Students written by Dana Thames and published by . This book was released on 2006 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, "Reading Mastery (RM)," on literacy performance of students over a five-year period. Initially, 700 students in grades K-3 were randomly selected from six elementary schools to participate in the study; an additional 100 randomly-selected kindergarten students were added to the sample for each subsequent year of the study. Literacy performance was assessed using oral and silent reading performance measures from the "Qualitative Reading Inventory-3 (QRI)," reading scale scores from the "Mississippi Curriculum Test (MCT)," and cloze scores from the "Hunter & Grundin Literacy Profiles (HGLP)." Because all students in the school system were receiving "RM" no comparison group was available to aid interpretation of the findings. In an attempt to overcome this difficulty, data were analyzed in three parts. First, only data for students who began "RM" in kindergarten were examined descriptively and graphically. Second, statistical comparisons by grade level were made between students who began "RM" in kindergarten and those who began "RM" in a later grade. Third, descriptive and graphical comparisons of group performance overtime were made between groups of students who began "RM" at different grade levels. Although a few statistically significant differences were found between students who began receiving "RM" instruction in kindergarten and those who began receiving "RM" at a later grade, the preponderance of data provided little evidence to support the viability of "RM" for improving reading comprehension. (Contains 20 tables and 45 figures.).
Book Synopsis Making the Most of Extra Time by : Amy Rathbun
Download or read book Making the Most of Extra Time written by Amy Rathbun and published by . This book was released on 2010 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between full-day kindergarten program factors and public school children's gains in reading scores from the fall to spring of the kindergarten year. Results from the study provide evidence that: (1) Children in kindergarten programs that devote a larger portion of the school day to academic instruction, and to reading instruction in particular, make greater gains in reading over the school year than children who spend less time in such instruction; (2) Children tend to make optimal gains in reading when teachers use an equal balance of discrete literacy skills and comprehension skills instruction; and (3) Class size interacts significantly with some instructional practices to increase or decrease children's average reading gains in kindergarten. In summary, this brief provides some of the first evidence on how full-day kindergarten programs might structure instructional resources and practices in ways that prepare children for first grade and later school success. (Contains 3 figures and 4 endnotes.) [This Research Brief is based on work conducted for the dissertation, "Making the Most of Extra Time: The Role of Classroom Factors and Family Socioeconomic Status on Full-Day Kindergartners' Reading Achievement and Academic Engagement" (Rathbun, 2007).].
Book Synopsis Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades by : Naima Khandaker
Download or read book Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades written by Naima Khandaker and published by . This book was released on 2019 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ability grouping is a common instructional practice in the early grades, but little is known about its effects over time. This study examined long-term academic and motivational outcomes of reading ability grouping. Using data from the U.S. Department of Education’s Early Childhood Longitudinal Study, Kindergarten Class of 2010–11, children’s reading ability group placements in kindergarten were used to predict their reading achievement and aspects of their motivation for reading in third grade. Patterns of ability group placement from kindergarten through second grade were then identified and used to predict third-grade academic and motivational outcomes as well. Results show that both kindergarten ability group placement and placement patterns from grades K–2 predicted third-grade reading achievement. Kindergarten grouping also predicted students’ perceived competence in reading, and K–2 placement patterns predicted both perceived competence and intrinsic motivation for reading in third grade. This research has implications for reading instruction in primary grades and underscores the importance of examining children’s academic and motivational outcomes concurrently.
Download or read book Reading Research Quarterly written by and published by . This book was released on 1982 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt:
