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Collective Teacher Efficacy And Reading Achievement For Hispanic Students In Reading First And Non Reading First Schools In Southwest Florida
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Book Synopsis Collective Teacher Efficacy and Reading Achievement for Hispanic Students in Reading First and Non-Reading First Schools in Southwest Florida by : Larry Van Hylemon
Download or read book Collective Teacher Efficacy and Reading Achievement for Hispanic Students in Reading First and Non-Reading First Schools in Southwest Florida written by Larry Van Hylemon and published by . This book was released on 2005 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis How School Leaders Contribute to Student Success by : Kenneth Leithwood
Download or read book How School Leaders Contribute to Student Success written by Kenneth Leithwood and published by Springer. This book was released on 2017-03-15 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made. This book provides a comprehensive account of research aimed at filling this gap in our knowledge, along with guidelines about how school leaders might use this knowledge for their own school improvement work. Leadership practices known to be effective for improving student success are outlined in the first section of the book while the remaining sections identify four “paths” along which the influence of those practices “flow” to exercise an influence on student success. Each of the Rational, Emotional, Organizational and Family paths are populated by conditions or variables known to have relatively direct effects on student success and also open to influence by effective leadership practices. While the Four Path framework narrows the attention of school leaders to a still-considerable number conditions known to contribute to student success, it leaves school leaders the autonomy to select, for improvement efforts, the sub-set of conditions that make the most sense in their own local circumstances. The approach to leadership described in this book provides evidence-based guidance on what to lead and flexibility on how to lead for purposes of improving student learning.
Book Synopsis Teaching All Students to Read by : Elizabeth Crawford
Download or read book Teaching All Students to Read written by Elizabeth Crawford and published by . This book was released on 2007 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most critical needs in Florida's "Reading First" schools is to improve the effectiveness of interventions for struggling readers. For example, during the 2005-2006 school year, only 17% of first grade students who began the year at some level of risk for reading difficulties finished the year with grade level skills on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS[R]) measures. In second grade, the figure was only 9%, and in third grade it was 8%. We will never teach all students to read if we are not more successful with the most academically challenged students. Teaching all students to read requires a school level system for early identification of "at risk" students and a school level system for providing those students with the intensive interventions they need to become proficient readers. At the request of the Just Read, Florida! Office, the Florida Center for Reading Research has begun to collect information about practices being implemented in schools that are experiencing greater than average success providing interventions to their struggling readers. Schools that have been less successful in meeting the needs of their most struggling readers have also been visited. In this document, the authors describe what they have learned from visiting successful schools. Although it is not possible, with this kind of study, to determine whether any single practice was critical to a school's success, it is possible to develop a list of "options" or "practices" that represent innovative or common-sense solutions to difficult problems faced by all schools. Whether these practices will lead to similar success in other school environments will depend on a very complex set of factors, including the quality of their implementation and the relevance and interaction with other existing practices. This document is a "manual of ideas" for meeting some of the most difficult challenges faced by "Reading First" schools in working with their strugglingreaders. School leaders will find ideas described here that can be applied to help them successfully meet the unique challenges within their own schools. The following are appended: (1) Planning for Instruction: Analyzing a DIBELS[R] Report; (2) DIBELS[R] Assessment worksheet; (3) Sample Data Spreadsheet; and (4) Parent Support for Student Achievement. (Contains 5 tables.) [This report was produced by Just Read, Florida! and the Florida Center for Reading Research.].
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Enhancing Success for All for Hispanic Students by : Bette Chambers
Download or read book Enhancing Success for All for Hispanic Students written by Bette Chambers and published by . This book was released on 2005 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: The reading performance of Hispanic children in the U.S. is becoming a central concern in education policy and reform. This paper reports the results of a study designed to evaluate the impacts of a form of the Success for All beginning reading program modified to meet the needs of Hispanic students, particularly those who are English language learners. The enhanced program included embedded multimedia threaded through teachers' lessons, containing humorous segments on letter sounds, sound blending, and vocabulary, as well as cooperative learning, vocabulary activities, and other interventions. A matched experiment evaluated the reading success of Hispanic kindergarten and first grade children in four experimental and four matched control schools in various parts of the U.S. The results indicate that students who experienced the enhanced Success for All beginning reading program scored significantly higher than control students at both grade levels on Woodcock Word Identification, Word Attack, and Passage Comprehension subtests. This study adds to evidence that Success for All can enhance the achievement of Hispanic children.
Download or read book Reading first impact study written by and published by . This book was released on 2008 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :United States. Congress. House. Committee on Education and the Workforce Publisher : ISBN 13 : Total Pages :94 pages Book Rating :4.F/5 ( download)
Book Synopsis Closing the Achievement Gap by Improving Reading Instruction by : United States. Congress. House. Committee on Education and the Workforce
Download or read book Closing the Achievement Gap by Improving Reading Instruction written by United States. Congress. House. Committee on Education and the Workforce and published by . This book was released on 2002 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Reading to Bilingual Children Study: Executive summary by : Betty J. Mace-Matluck
Download or read book Teaching Reading to Bilingual Children Study: Executive summary written by Betty J. Mace-Matluck and published by . This book was released on 1984 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Enhancing the Reading Engagement of African-American and Hispanic Learners in Inner-city Schools by : Ruby L. Thompson
Download or read book Enhancing the Reading Engagement of African-American and Hispanic Learners in Inner-city Schools written by Ruby L. Thompson and published by . This book was released on 1996 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study Inquiry Into the Relative Impact of Balanced Reading Instruction on Hispanic Students in a Highly Culturally Diverse Elementary School by : Rita Ramirez
Download or read book A Case Study Inquiry Into the Relative Impact of Balanced Reading Instruction on Hispanic Students in a Highly Culturally Diverse Elementary School written by Rita Ramirez and published by . This book was released on 2005 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement by : Francis Huang
Download or read book Using Early Literacy Profiles of Hispanic English Language Learners to Predict Later Reading Achievement written by Francis Huang and published by . This book was released on 2011 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: Following a cohort of students from fall of kindergarten to spring of first grade, the authors investigated whether the general cluster profiles identified in Burrow et al.'s (2010) study remained consistent over time. If cluster profiles in the fall of kindergarten held, their goal was to investigate the differences between clusters in terms of their instructional reading levels at the end of the first grade. Because they could expect that the highest literacy cluster would remain significantly higher at the end of the first grade given that early literacy predicts achievement in succeeding grades (Juel, 1988), they investigated the performance of the other three lower performing groups. They had two research questions: (1) Would research-based cluster profile patterns remain consistent with the current dataset used (i.e., were the clusters generated similar in characteristics based on early literacy skills)?; and (2) If clusters profiles were consistent, how would the three lower ranked clusters perform based on their instructional reading levels at the end of first grade, while controlling for other student-level variables? Their findings support earlier research (Burrow et al., 2010) that demonstrated heterogeneity among Spanish-speaking English Language Learners (ELLs) in kindergarten. Further, they found that the same clusters that were identified in the Burrow et al. study remained consistent in their sample, even though they used data from another time period. When they examined reading level for the lower three clusters in their sample, they found that clusters 3 and 4, the two lowest clusters, were achieving at approximately the same level in reading at the end of first grade, while the mean reading level for cluster 2 was approximately 2/3 of a grade level higher. What distinguished cluster 2 from the other two clusters was higher performance on print-related tasks in fall of kindergarten. Although both cluster 2 and cluster 3 had average or above-average phonological awareness in fall of kindergarten, cluster 2 performed significantly better in alphabet knowledge and orthographic knowledge, the two domains made up of print-related skills (i.e., letter name and letter sound knowledge, spelling). This finding is consistent with previous research (Hammill, 2004; Scarborough, 1998) identifying written language skills as the most accurate predictors of later reading achievement, once children have begun formal literacy instruction. (Contains 3 tables and 1 figure.).
Book Synopsis Effects of Parent Participation Using First Language Curriculum-materials on the English Reading Achievement and Second-language Acquisition of Hispanic Students by : Lourdes Z. Sánchez
Download or read book Effects of Parent Participation Using First Language Curriculum-materials on the English Reading Achievement and Second-language Acquisition of Hispanic Students written by Lourdes Z. Sánchez and published by . This book was released on 2004 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effectiveness of an at-home reading intervention implemented by Spanish-speaking parents in their native language had an impact on participants English reading achievement and second language acquisition. A multiple probe design was used to evaluate the effects of the parent implemented paired-reading intervention with eight fourth- to fifth-grade Hispanic students. Following baseline, the at home paired-reading intervention was introduced sequentially across participants. Curriculum-based reading probes were collected during baseline and experimental conditions for progress monitoring and to evaluate changes across phases. Collateral effects of the intervention on academic competence, student's attitudes toward reading, and linguistic levels of acculturation were also examined. All subjects demonstrated mean gains in English oral reading rates and comprehension when compared to baseline. Further analyses suggest that no significant differences were evident when comparing means across groups. However, analysis of trend across phases showed highly variable data and inconsistent results in oral reading rate and comprehension across subjects. Additionally, results on collateral variables indicated inconsistent effects in collateral variables indicated inconsistent effects in attitudes toward reading across subjects. Also, higher linguistic levels of acculturation were reported by ESOL level II participants when compared to ESOL I students. In addition, low ratings for academic performance before and after were obtained by most subjects. This investigation expanded existing literature involving parental participation of Hispanic Spanish-speaking parents on their children's educational progress and second language acquisition as well. Implications for practice and further research are discussed.
Book Synopsis The Ability of Early Reading Measures Administered in First Grade to Predict Fourth Grade Reading Comprehension for Puerto Rican Students in English Immersion by : Sarah Peller
Download or read book The Ability of Early Reading Measures Administered in First Grade to Predict Fourth Grade Reading Comprehension for Puerto Rican Students in English Immersion written by Sarah Peller and published by . This book was released on 2014 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined the relationship between children's early literacy-related abilities and their reading achievement in late elementary school in the context of a Puerto Rican community in Massachusetts. The researcher examined four years of student achievement test data from the public elementary schools of Holyoke, Massachusetts. The city's particular sociologic history makes it an interesting and fruitful case for investigating issues around language, culture, and test performance that, while uniquely expressed in Holyoke, share aspects in common with many locales across the United States. The researcher sought to determine the extent to which literacy assessments administered to Hispanic children in Holyoke under Reading First grants and NCLB's high-stakes testing requirements measured the constructs they intended to measure, the value of the testing in terms of its ability to predict the students' performances on the state language arts exam in the fourth grade, and the way that children's English language proficiency may have influenced the measures' predictive ability as well as the students' progress in acquiring age-appropriate literacy abilities. Confirmatory factor analysis techniques were used to assess the construct validity of literacy-related subtests for this sample. Finally, structural equation modeling was utilized to identify and test a model quantifying the relationships between subjects' home language, early decoding ability, reading fluency rate and reading comprehension scores. Results suggest that although students whose home language is Spanish perform more poorly that those whose home language is English on both first and fourth grade reading tests, there was no group difference found in the degree to which the early literacy measures predicted their fourth-grade reading comprehension. A single factor comprised of a variety of first grade reading measures was able to account for 56% of the variance of the students' performance on a reading comprehension state exam in the fourth grade.
Book Synopsis An Evaluation of the Teaching of Reading in Selected First Grades by : Ocie Thomas Dekle
Download or read book An Evaluation of the Teaching of Reading in Selected First Grades written by Ocie Thomas Dekle and published by . This book was released on 1958 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relations Among Approaches of Instruction, Cognitive Style, and English Reading Achievement of First Grade Hispanic Children by : Jacques Bonhomme
Download or read book The Relations Among Approaches of Instruction, Cognitive Style, and English Reading Achievement of First Grade Hispanic Children written by Jacques Bonhomme and published by . This book was released on 1980 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Every Child a Reader by : California. Reading Task Force
Download or read book Every Child a Reader written by California. Reading Task Force and published by . This book was released on 1995 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reaffirming that all students, regardless of home language or socioeconomic background, can and must have an equal opportunity to excel in reading, this booklet presents 10 recommendations that form the basis of a comprehensive and balanced reading program to help children in California learn to read. Recommendations in the booklet address: (1) implementing a research-based balanced reading program that combines skills development with literature and language-rich activities; (2) providing teachers with diagnostic tools to modify instruction continuously; (3) emphasizing early intervention for children by mid-first grade; (4) establishing clear standards at each grade level; (5) redesigning teacher credential programs; (6) providing a high-quality preschool experience to all children; (7) supplying a large number of high quality, appropriate print and electronic instructional materials; (8) mobilizing all resources to make reading a priority in the elementary grades; (9) working with the entire community to ensure that every child can read; and (10) allocating resources to provide necessary support to teach reading in every public school. A call to action (specific actions for teachers, administrators, local school boards, parents, communities, the California Department of Education, and universities), a sample reading curriculum timeline, and a 38-item selected bibliography are attached. (RS)
Book Synopsis Impact of Structured Professional Development in Reading First Schools on Student Achievement as Evidenced in DIBELS by : Kiasi Malone
Download or read book Impact of Structured Professional Development in Reading First Schools on Student Achievement as Evidenced in DIBELS written by Kiasi Malone and published by . This book was released on 2007 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt:
