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A Longitudinal Evaluation Of The Effect Of Kindergarten On Reading Achievement On Boys And Girls At Main Elementary School In Rome Georgia
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Book Synopsis A Longitudinal Evaluation of the Effect of Kindergarten on Reading Achievement on Boys and Girls at Main Elementary School in Rome, Georgia by : Donna Broadway Hibbets
Download or read book A Longitudinal Evaluation of the Effect of Kindergarten on Reading Achievement on Boys and Girls at Main Elementary School in Rome, Georgia written by Donna Broadway Hibbets and published by . This book was released on 1977 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Children's Reading and Mathematics Achievement in Kindergarten and First Grade by : Kristin Denton
Download or read book Children's Reading and Mathematics Achievement in Kindergarten and First Grade written by Kristin Denton and published by . This book was released on 2002 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Evaluation of the Effect of Kindergarten Experiences on Reading Readiness and Reading Achievement for a First Grade Population at Sand Hill Elementary School by : Agnes A. Abner
Download or read book An Evaluation of the Effect of Kindergarten Experiences on Reading Readiness and Reading Achievement for a First Grade Population at Sand Hill Elementary School written by Agnes A. Abner and published by . This book was released on 1974 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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:
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 Improving the Reading Achievement of Kindergarten Students by : Shane M. Bassett
Download or read book Improving the Reading Achievement of Kindergarten Students written by Shane M. Bassett and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effect of Kindergarten on Reading Achievement in the First Grade by : Maybelle T. Copeland
Download or read book A Study of the Effect of Kindergarten on Reading Achievement in the First Grade written by Maybelle T. Copeland and published by . This book was released on 1963 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Kindergarten Year by : Jerry West
Download or read book The Kindergarten Year written by Jerry West and published by . This book was released on 2000 with total page 80 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.
Book Synopsis A Study of the Effect of Attending Kindergarten Upon the Reading Achievement of First Grade Pupils by : Willie M. Suttle
Download or read book A Study of the Effect of Attending Kindergarten Upon the Reading Achievement of First Grade Pupils written by Willie M. Suttle and published by . This book was released on 1954 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Does Grouping Matter? by : Dorothy E. McCoach
Download or read book Does Grouping Matter? written by Dorothy E. McCoach and published by . This book was released on 2003 with total page 324 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 A Study of the Effect of Kindergarten Training on Reading Achievement with Implications for the Improvement of Reading in Primary Grades at West End Elementary School, Huntsville, Alabama by : Geneva Kirby Harris
Download or read book A Study of the Effect of Kindergarten Training on Reading Achievement with Implications for the Improvement of Reading in Primary Grades at West End Elementary School, Huntsville, Alabama written by Geneva Kirby Harris and published by . This book was released on 1964 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Study of the Effectiveness of Certain Kindergarten Tests in Predicting Reading Achievement, School Failure, and the Need for Special Services by : Mildred H. Wood
Download or read book A Longitudinal Study of the Effectiveness of Certain Kindergarten Tests in Predicting Reading Achievement, School Failure, and the Need for Special Services written by Mildred H. Wood and published by . This book was released on 1970 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Teacher Credentials, Coursework, and Certification on Student Achievement in Math and Reading in Kindergarten by : James A. Leak
Download or read book Effects of Teacher Credentials, Coursework, and Certification on Student Achievement in Math and Reading in Kindergarten written by James A. Leak and published by . This book was released on 2011 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: In light of the strong correlation between Kindergarten performance and later cognitive and achievement outcomes, this paper investigates the link between student achievement and the educational background characteristics of Kindergarten teachers. This study will utilize the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), a nationally representative dataset, in order to address the following questions: (1) Does a teacher having a master's degree or higher have a positive effect on student achievement gains in reading and math in kindergarten compared to teachers with only a bachelor's degree?; (2) Are there effects of teacher coursework in reading, math, and child development on student achievement gains in kindergarten? If so, do impacts of coursework on reading and math scores vary by number of courses taken?; and (3) Do regular and highest certification levels for teachers have a different effect on student achievement gains than no certification or alternative certification? Does being certified as an early elementary school teacher matter for student achievement? Additionally, this study will analyze students who score in the bottom 25% of all students on the initial tests of reading and math to see whether teacher educational background characteristics make a differential impact on students that begin school at the bottom of the achievement spectrum. The ECLS-K started to track students in the 1998-1999 school year and tracks them through eighth grade. However, for the purposes of this study, the data will only be looked at for the Kindergarten year of 1998-1999 where tests and surveys were administered in the Fall of 1998 and Spring of 1999. The findings of this study suggest that most teacher credentials, or degrees, appear to have little impact on student achievement in reading or math in Kindergarten with some small significant effects (See Tables 2 and 3). This is consistent with the findings of others (Darling-Hammond, Berry, and Thoreson, 2001; Goldhaber and Brewer 1997). However, some previous studies such as Clotfelter, Ladd, and Vigdor (2007a) actually found negative effects of high-level degrees on student achievement, which was not the case in this study. The quantity of teacher coursework had mixed effects on student achievement (See Table 4). Regarding math achievement, teacher coursework in math and child development appeared to have no significant effects on math test scores. While the school level variable model does show significant results for math courses on student achievement, the school fixed effects model does not, suggesting that there are unobserved characteristics of schools that are not being accounted for in the school-level variable model. These findings are consistent with Croninger, et al. (2007) findings of no effects of teacher coursework on math achievement. The findings also suggest that the math and child development courses taken by kindergarten teachers are need improvement. Perhaps math courses in teacher education programs are not useful for kindergarten teachers if teachers from many grades are taught together. Teacher certification also appears to have a mixed effect on student achievement (See Table 5). Highest and temporary levels of certification appear to have a negative effect on reading and math test scores. However, the fixed effects models show no effects of highest or temporary certification on reading and math, but the direction of the coefficient is still negative. The findings also suggest that alternative certification has no effect on math scores, which contradicts the findings of Lutz and Hutton (1989). Elementary certification has a significant positive effect on student math scores. Certification in other education levels may not touch upon aspects of behavior, development, and other skills that are especially important in Kindergarten. This relationship of elementary education certification and math should be explored further to help identify the aspects of elementary education certification that may have an impact on teaching students math in Kindergarten. (Contains 5 tables.).
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: