Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Impact Of Instructional Reading Technology Programs On Student Reading Achievement
Download The Impact Of Instructional Reading Technology Programs On Student Reading Achievement full books in PDF, epub, and Kindle. Read online The Impact Of Instructional Reading Technology Programs On Student Reading Achievement ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Impact of Instructional Reading Technology Programs on Student Reading Achievement by : Daniel Todtfeld
Download or read book The Impact of Instructional Reading Technology Programs on Student Reading Achievement written by Daniel Todtfeld and published by . This book was released on 2013 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to analyze the results of iReady, a computerized reading instruction program currently implemented at the elementary level in a Midwestern suburban school district. The purpose of this study was to determine if iReady improves student achievement as measured by the Communication Arts Missouri Assessment Program (MAP). The MAP test is a state assessment administered once a year in the spring in the state of Missouri. Three grade levels were used as sets of data in this study. Each grade level had two control groups and one test group. The test group received iReady intervention for one school year. An Analysis of Variance (ANOVA) was used to analyze the three groups at each grade level. The researchers have recommended that this study be continued to examine the possible impact of iReady over a longer period of time. One grade level that implemented iReady showed significant gains in student achievement. This grade level indicates a possibility that iReady can make a difference.
Book Synopsis Stand Tall, Molly Lou Melon by : Patty Lovell
Download or read book Stand Tall, Molly Lou Melon written by Patty Lovell and published by Penguin. This book was released on 2011-06-29 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: Be yourself like Molly Lou Melon no matter what a bully may do. Molly Lou Melon is short and clumsy, has buck teeth, and has a voice that sounds like a bullfrog being squeezed by a boa constrictor. She doesn't mind. Her grandmother has always told her to walk proud, smile big, and sing loud, and she takes that advice to heart. But then Molly Lou has to start in a new school. A horrible bully picks on her on the very first day, but Molly Lou Melon knows just what to do about that.
Book Synopsis The Cognitive Development of Reading and Reading Comprehension by : Carol McDonald Connor
Download or read book The Cognitive Development of Reading and Reading Comprehension written by Carol McDonald Connor and published by Routledge. This book was released on 2016-02-26 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.
Book Synopsis The Effects of Instructional Support Programs on Student Achievement in Reading by : Glenda Page Bigby
Download or read book The Effects of Instructional Support Programs on Student Achievement in Reading written by Glenda Page Bigby and published by . This book was released on 2007 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Interventions for Academic and Behavior Problems II by : Mark R. Shinn
Download or read book Interventions for Academic and Behavior Problems II written by Mark R. Shinn and published by . This book was released on 2002 with total page 1092 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intervention and assessment strategies for social-emotional functioning along with school safety and violence prevention. system-level strategies and policies for schoolwide, small group and individual interventions of primary, secondary and tertiary levels.
Download or read book Read 180 written by and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: READ 180 is a comprehensive reading intervention program designed to meet the needs of elementary to middle school students whose reading achievement is below the proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Stage A provides tools for young struggling readers in elementary school to develop critical literacy skills. Stage B provides middle school struggling readers with topics designed for their level of reading that hold their interest. System 44 was designed for the most challenged, older struggling readers, and helps these students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. It uses validated assessment for screening and placement, research-based phonics instruction and highly motivating and age-appropriate adaptive technology.
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 Technology's Effect on Reading and Motivation in the Classroom by : Joanna Zak Kerwin
Download or read book Technology's Effect on Reading and Motivation in the Classroom written by Joanna Zak Kerwin and published by . This book was released on 2014 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to examine and evaluate the impact that technology served in the development of reading and motivation, and its aid in increasing academic achievement for secondary level students. In doing this, numerous forms of technology were evaluated and analyzed to understand their effects. Computer assisted programs, online learning classrooms, electronic books, and video games were paired with standard curriculum to explore the positive or negative influence technology exhibited upon the achievement of students and their ability to grasp and practice literacy concepts and skills. Through the research, a conclusion stands clear that technology does provide a positive effect on students' academic achievement in attaining literacy skills, as well as, plays an important role in keeping students' interest and increasing motivation in the classroom to push forward and master a skill. Because of gathered evidence that supports technology's effectiveness with increasing and improving reading development and motivation in classroom, future action research will be created to examine which types and forms of technology uses are most beneficial to student achievement, as well as, what type of training and background do teachers need to be provided with in order to run successful classrooms that provide effective technological teaching and use to maximize student gains in reading.
Book Synopsis Teaching Adolescents to Become Learners by : Camille A. Famington
Download or read book Teaching Adolescents to Become Learners written by Camille A. Famington and published by . This book was released on 2012-06-11 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of a Web-based Instructional Program by : Penelope Pritchett Hill
Download or read book The Effects of a Web-based Instructional Program written by Penelope Pritchett Hill and published by . This book was released on 2018 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: As advances in technology allowed national and state education assessments to be administered digitally, many school districts transitioned to computer-based instructional programs and assessments to improve student achievement and better prepare students for high-stakes computerized assessments. One such rural public school district in Mississippi implemented a supplemental web-based instructional program, i-Ready, for the first time in the 2017-2018 school year. The purpose of this study was (a) to investigate the effects of the i-Ready program on student achievement in Grades 4 – 5 reading/language arts and mathematics and (b) to determine if there were significant differences in growth (from pretest to posttest) among performance levels of students in Grades 4 – 5 on the 2017 state assessment in reading/language arts and mathematics. A quantitative research design using existing data was used to conduct the study, and the paired-samples t-test provided the primary means of analysis for research questions one and two to determine the effect of the i-Ready program on student achievement. The one-way analysis of variance (ANOVA) was used as the primary means of analysis for research questions three and four to determine if there were significant differences in growth among students across Performance Levels 1 – 5. The results from the research study showed the i-Ready program had a positive impact on student achievement in reading and math for Grades 4 – 5. No statistically significant differences were found in student growth among the performance level groups indicating all students were impacted by the program. Recommendations for future research include: (a) conducting longitudinal studies to determine long-term effects of participation in the i-Ready program, (b) analyzing methods of implementation by classroom teachers, (c) measuring i-Ready’s predictability of proficiency and growth on state assessments, and (d) conducting studies of other online instructional programs using control groups.
Book Synopsis Using Technology to Enhance Reading by : Timothy V. Rasinski
Download or read book Using Technology to Enhance Reading written by Timothy V. Rasinski and published by Solution Tree Press. This book was released on 2015-04-02 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enhance students’ reading abilities with technology. Discover how technological resources can improve the effectiveness and breadth of reading instruction to build student knowledge. Read real-world accounts from literacy experts, and learn how their methods can be adapted for your classroom. Explore how to foster improvement in student learning using a variety of tools, including interactive whiteboards, tablets, and social media applications.
Book Synopsis Reading Achievement in a Large Urban School District by : Deborah Patrice Anderson
Download or read book Reading Achievement in a Large Urban School District written by Deborah Patrice Anderson and published by . This book was released on 2014 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading underachievement among adolescent students, specifically in urban areas, has been well documented in the literature. This unfortunate reality may point to two problems in America. Many schools possess neither the skill to prepare students for college and career nor possess the capacity to prepare them for a workforce that is becoming more and more high tech and in need of literate workers. Some schools are at a loss when it comes to teaching students to think of literacy as a critical tool for self-advocacy and identity development. Sociocultural perspectives on literacy view reading as an activity that develops as one interacts with the surrounding environment. It is not illogical to think that schools and school districts would have a positive impact on how adolescents read how much they read, and how successful they are at that particular task of reading. This dissertation is divided into five chapters. The first chapter begins with an overview of the state of adolescent literacy in America and in Unity School District (a pseudonym), where the study takes place. There is a discussion of the definition of sociocultural theory which is the theory that grounds this study, and how that plays a part in student literacy learning. Motivation theory is discussed and how student motivation plays a part in the use of scripted reading programs. That discussion is followed up by a discussion of the high stakes testing environment and the use of scripted reading programs in many urban school districts. Motivation theory is discussed and how student motivation plays a part in the use of scripted reading programs. Some scripted programs are described and a rationale for this present study is made. The second chapter begins with a review of major legislation over the past fifteen years that affected not only literacy but every content area. I discuss current changes due the Obama administration that have helped states reach their goals. Reading trend data is given as well as what is considered to be effective literacy instruction for adolescents. The focus is narrowed to discussing African-American males due to the fact that only 17% in this subgroup at the eighth-grade score at or above the proficient level in literacy (NCES, 2013). This subgroup makes up the great majority of the students in scripted interventions. Chapter Three focuses on the research methods utilized to answer each research question. This study was mixed methods using quantitative methods, descriptive statistics as well as qualitative methods for one-on-one interview questions with a subgroup of students in the study. In Chapter Four, the results of the quantitative data is featured, showing that all four reading programs yielded student reading growth. Findings from the interviews helped to shed light on the reading growth experienced from the quantitative analysis. Chapter Five gives an interpretation of the data through a sociocultural lens and provides suggestions for future research and next steps. This study will help to deepen our understanding of some of the complexities of the adolescent reader as well as what pedagogical practices will help these students want to engage in reading This study will help to inform the classroom teacher as to which instructional practices motivate the adolescent reader more than others.
Book Synopsis Instructional Coaching Impact on Student Achievement in Elementary Reading by : Kelli B. Casper
Download or read book Instructional Coaching Impact on Student Achievement in Elementary Reading written by Kelli B. Casper and published by . This book was released on 2021 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this convergent mixed methods research study was to determine if teacher instructional practices implemented after receiving job-embedded professional development through instructional coaching impact student reading achievement scores in an urban elementary school setting in which the school district faces the impact of poverty. In addition, this study explored teacher perceptions of the socio-economis impact on their students' acquisition of reading skills and how they teach reading as a result. The problem this study examined is reading scores in the United States have declinedd since 1998 (NAEP, 2018). However, teachers can begin to change their instructional strategies in the classroom by leveraging instructional coaches. Six teachers and approximately 125 students in third and fourth grades participated. These participants were representative of the diversity of the enrollment of all six grade levels at the school. Quantitative data was analyzed from pre- and post-assessment STAR reading GLE assessments to measure students' levels of reading. Paired-sample t-tests were also run for each demographic group to determine significance: gender, special education, limited English proficient, and Black vs. Non-Black. Qualitative data were collected through an open-ended survey from teachers. They provided feedback on their perception of the impact of socioeconomic status on their students' acquisition of reading skills and how they teach reading as a result. No statistical difference in student scores showed that teacher professional development in reading had an impact on student reading scores. Implications and recommendations included teacher professional development in reading strategies, strategies for teaching students in low socioeconomic situations, including how trauma is related in many of these situations and can affect student learning.
Book Synopsis Impact of One-to-one Technology on High School Students' ACT Aspire Reading Scores by : Karla Ann Tarkington
Download or read book Impact of One-to-one Technology on High School Students' ACT Aspire Reading Scores written by Karla Ann Tarkington and published by . This book was released on 2021 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of reading and the need for effective reading skills are a continued focus throughout a student's academic career. Arkansas' summative measurement instrument by which student growth and performance are measured, the American College Testing (ACT) Aspire Assessment, indicates reading achievement of high school students has declined (Department of Elementary and Secondary Education [DESE], 2018). Arkansas students' performance aligns with scores on the National Assessment for Educational Progress (NAEP) assessment which also indicates a decline in scores from the 2017 assessment to the 2019 assessments (NAEP, 2019). This quantitative study focused on the impact of one-to-one technology on tenth grade Arkansas students' reading scores on the ACT Aspire Assessment. Descriptive statistics for the 2018-2019 testing year indicated tenth grade students from one-to-one technology schools, combined population and all subgroups, achieved a higher percentage of reading readiness on the ACT Aspire Assessment when compared to scores of tenth grade students in traditional schools. For the 2017-2018 testing year, descriptive statistics indicated a higher percentage of female and African American students in one-to-one schools achieved readiness in reading on the ACT Aspire Assessment than students in traditional schools. Analysis of Variance (ANOVA) results indicated no statistical significance between groups with the exception of males in one testing year. Findings for each of the research questions were inconclusive, and the null hypothesis for each research question was neither accepted nor rejected. Recommendations from the study are that educational leaders, when implementing one-to-one technology initiatives, must be intentional regarding a plan for the results they are seeking to achieve. Second, school administrators should survey teachers to determine the range of technological abilities that exist among staff prior to implementing one-to-one technology. Third, the amount of time (days/hours) and quality of professional learning teachers received prior to implementing one-to-one technology into daily instruction must be ascertained. Findings from the study will provide schools and districts with information to aid in the decision-making process when considering technology initiatives. Findings will also serve as a springboard to facilitate further investigation into the impact of one-to-one technology on students' standardized achievement scores.
Book Synopsis The IEA Study of Reading Literacy by : Warwick B. Elley
Download or read book The IEA Study of Reading Literacy written by Warwick B. Elley and published by Emerald Group Pub Limited. This book was released on 1994-01-01 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many different views exist about the best way to teach children to read, yet little is known about which countries are the most successful in this aim, or what the most productive strategies are for doing so. This report addresses these issues by building on the pioneering work of Robert Thorndike in 1973. Data are presented on the relative achievement levels of comparable samples of students in each of 32 school systems in all continents of the globe - making it the largest IEA study to date. Attempts are made to elucidate the reasons for the differences that were found and implications are drawn about the likely effects of different policies. Many advances have been made since the previous IEA reading survey, students were asked to tackle a wider range of reading exercises, prodigious efforts are made to minimise any cultural or linguistic biases, and the statistical machinery of the Rasch model was systematically used, for the first time in IEA surveys, both to help identify troublesome items and to create defensible international scales. Greater efforts are made in this study to assess the volume and character of students' reading, to explore their beliefs about learning to read, and to compare the effects of teachers' beliefs and instructional emphases on student achievement. Within each country specific findings have emerged which will give policy makers pause for thought and prompts for action.
Book Synopsis The Impact of Targeted Instruction on Reading Achievement by : Michael J. Solon
Download or read book The Impact of Targeted Instruction on Reading Achievement written by Michael J. Solon and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eighteen students in third through fifth grade identified with a Specific Learning Disability, participated in this study which evaluated the impact of targeted reading instruction on decoding and reading comprehension. The assessment tools utilized were (1) the Phonological Awareness Composite (PAC) of the Comprehensive Test of Phonological Proficiency, (2) the Phonetic Decoding Efficiency (PDE) subtest of the Test of Word Reading Efficiency, and (3) the Word Attack (WA) subtest and Reading Comprehension Cluster (RCC) of the Woodcock-Johnson-III Diagnostic Reading Battery. Based upon results of the evaluations, participants were assigned to one of three groups. The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech - Third Edition was used by the Phonemic Awareness group. The Phonics group employed Spalding's The Writing Road to Reading program. The Making Connections module was implemented for the Reading Comprehension group. Following 18 weeks of intervention, students were re-assessed with the same instruments. Taken cumulatively, significant increases were achieved on the PAC, WA, and the RCC grade equivalents. The Phonemic Awareness group did not demonstrate statistically significant gains, yet the Phonics group and Reading Comprehension group exhibited significant growth on assorted measures. Analysis of grade equivalent data indicated that 13 students could potentially return to the regular education classroom for all or part of their reading instruction. This proposal was corroborated by teachers for six of the 13 subjects. Teacher interviews suggested an overall satisfaction with the assessment and intervention protocols. Taken as a whole, the implemented program appeared effective in improving reading skills for learning support students.
Book Synopsis Fountas and Pinnell Leveled Literacy Intervention (LLI) Orange (Grade K) Program Guide by : Irene C. Fountas
Download or read book Fountas and Pinnell Leveled Literacy Intervention (LLI) Orange (Grade K) Program Guide written by Irene C. Fountas and published by . This book was released on 2009-08-05 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fountas & Pinnell Leveled Literacy Intervention (LLI) is a powerful early intervention system that can change the path of a student's journey to literacy. The LLI Orange System is specifically targeted at Foundation/Kindergaten students. Please note the program guide is not suitable for educators who have not yet purchased an LLI Orange System. This component is only available separately so that schools with the LLI Orange System can purchase additional copies of the program guide if they require. Find out more about the Fountas & Pinnell LLI System at www.pearson.com.au/primary/LLI
