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The Reading Literacy Of Us Fourth Grade Students In An International Context
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Book Synopsis The Reading Literacy of U.S. Fourth-grade Students in an International Context :. by :
Download or read book The Reading Literacy of U.S. Fourth-grade Students in an International Context :. written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Literacy of U. S. Fourth-Grade Students in an International Context by : Daniel McGrath
Download or read book Reading Literacy of U. S. Fourth-Grade Students in an International Context written by Daniel McGrath and published by DIANE Publishing. This book was released on 2009-12 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Progress in Internat. Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in 4th grade. In 2006, PIRLS was admin. to a nationally representative sample of 4th-grade students in the U.S., as well as to students in 44 other jurisdictions around the world. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading). Illus
Book Synopsis Reading Literacy of U. S. Fourth-Grade Students in an International Context by : Justin Baer
Download or read book Reading Literacy of U. S. Fourth-Grade Students in an International Context written by Justin Baer and published by New York. This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling. In 2006, PIRLS was administered to a nationally representative sample of fourth-grade students in the United States, as well as to students in 44 other jurisdictions around the world. The PIRLS assessment measures student performance on a combined reading literacy scale and on a literary subscale and informational subscale. This book compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. fourth-grade students has changed since the first administration of PIRLS in 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading).
Book Synopsis The Reading Literacy of U.S. Fourth-grade Students in an International Context by : Justin D. Baer
Download or read book The Reading Literacy of U.S. Fourth-grade Students in an International Context written by Justin D. Baer and published by . This book was released on 2009 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Reading Literacy of U.S. Fourth-grade Students in an International Context by :
Download or read book The Reading Literacy of U.S. Fourth-grade Students in an International Context written by and published by . This book was released on 2007 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Progress in International Reading Literacy Study (PIRLS) is an assessment of the reading comprehension of students in their fourth year of schooling. In 2006, PIRLS was administered to a nationally representative sample of fourth-grade students in the United States, as well as to students in 44 other jurisdictions around the world. The PIRLS assessment measures student performance on a combined reading literacy scale and on a literary subscale and informational subscale. The literary subscale assessed performance in reading for literary experience and the informational subscale in acquiring and using information. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. fourth-grade students has changed since the first administration of PIRLS in 2001. Results are presented by student background characteristics (sex and race/ethnicity) and by contextual factors that may be associated with reading proficiency (school characteristics, instructional practices and teacher preparation, and the home environment for reading)."--Page iii.
Book Synopsis Reading Literacy in the United States by : Marilyn R. Binkley
Download or read book Reading Literacy in the United States written by Marilyn R. Binkley and published by . This book was released on 1996 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using data from the 1991 IEA (International Association for the Evaluation of Educational Achievement) Reading Literacy Study, a study compared United States fourth- and ninth-grade students to students in 32 other countries; examined relationships between reading comprehension and aspects of family, schooling, and community; and investigated the nature of reading instruction in American classrooms. National samples of classes at the grade level containing the most 9-year-olds and 14-year-olds were used. A "world average" was constructed of the 18 participating nations that are also members of the Organization for Economic Cooperation and Development (OECD). Results indicated that (1) American fourth graders outperformed students from all other countries except Finland; (2) American ninth graders' performance was closely grouped with that of students from 15 other nations; (3) in the United States, White students read better than Black and Hispanic students; (4) most groups of American students outperformed the OECD average; (5) students whose parents did not finish high school read at about the same level as the OECD average at fourth grade, but fell below the average in the ninth grade; (6) when differences in wealth, race/ethnicity, level of parental education, and other related attributes were taken into account, children from one-parent mother-only families did as well as children from two-parent families; (7) parents' educational attainment influenced reading comprehension over and above other aspects of family background; (8) what teachers said they believed about reading instruction differed markedly from what they actually did and had students do. (Contains 70 references, 43 notes, 4 exhibits, 3 tables, and 29 figures of data.) (RS)
Book Synopsis The Reading Literacy of U.S. Fourth-grade Students in an International Context by :
Download or read book The Reading Literacy of U.S. Fourth-grade Students in an International Context written by and published by . This book was released on 2007 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Highlights from PIRLS 2011 by : Sheila Thompson
Download or read book Highlights from PIRLS 2011 written by Sheila Thompson and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis International Comparisons in Fourth-grade Reading Literacy by :
Download or read book International Comparisons in Fourth-grade Reading Literacy written by and published by . This book was released on 2003 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Highlights from PIRLS 2011 by : Sheila Thompson
Download or read book Highlights from PIRLS 2011 written by Sheila Thompson and published by . This book was released on 2012 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. In 2011, PIRLS was administered to nationally representative samples of 4th-grade students in 53 education systems around the world. The PIRLS assessment measures student performance on a combined reading literacy scale, as well as two subscales of purposes of reading: reading for literary experience and reading to acquire and use information. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since the first administration of PIRLS in 2001 and the previous administration in 2006. Results are presented by two student characteristics (sex and race/ethnicity) and by one measure of school poverty (percent of students in the school eligible for free or reduced-price lunch). In the United States, one state, Florida, participated as a separate education system and is included in international comparisons. Total counts of education systems include Florida, not only as part of the U.S. national sample of public and private schools, but also individually with the state level public school sample. Note that because all education systems participating in PIRLS are treated equally, Florida is compared with the United States (national sample) throughout this report. All differences described in this report are statistically significant at the 0.05 level. No statistical adjustments to account for multiple comparisons were used. Key findings for the reading literacy scale in 2011 include the following: (1) The average score for U.S. students (556) was higher than the international PIRLS scale average, which is set to 500; (2) In 2011 the United States was among the top 13 education systems (5 education systems had higher averages and 7 were not measurably different). The United States average was higher than 40 education systems; (3) The 5 education systems with average scores above the U.S. average were Hong Kong-CHN, Florida-USA, the Russian Federation, Finland, and Singapore; (4) Compared with 2001, the U.S. average score was 14 points higher in 2011 (542 in 2001 vs. 556 in 2011); (5) Compared with 2006, the U.S. average score was 16 points higher in 2011 (540 in 2006 vs. 556 in 2011); (6) Considering the percentage of 4th-graders performing at or above the "Advanced" international reading benchmark: two education systems had a percentage that was higher than the United States, 7 education systems had percentages that were not measurably different than the United States, and 43 education systems had percentages lower than the United States; (7) The average score for girls was higher than the average scores for boys in the United States (562 vs. 551) and in the one education system separately assessed in the United States, Florida (576 vs. 561); (8) Compared to the U.S. national average reading score: White, Asian, and multiracial students scored higher on average, while Black and Hispanic 4th-graders scored lower on average than the U.S. average; and (9) In the United States, schools were classified into five categories on the basis of the percentage of students in the school eligible for free or reduced-price lunch. The percentage of students eligible and the average reading score in each category are as follows: less than 10 percent (605), 10 to 24.9 percent (584), 25 to 49.9 percent (568), 50 to 74.9 percent (544), and 75 percent or more (520). In all cases, children from schools with a lower level of free lunch eligibility had a higher average score than children from schools with a higher level of free lunch eligibility. Appended are: (1) Technical Notes; (2) Reading Passages and Items; (3) PIRLS-NAEP Comparison; and (4) Online Resources and Publications. (Contains 11 tables, 5 figures and 20 footnotes.).
Book Synopsis PIRLS 2011 International Results in Reading by : Ina V. S. Mullis
Download or read book PIRLS 2011 International Results in Reading written by Ina V. S. Mullis and published by . This book was released on 2012-12 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Critical Practice in P-12 Education: Transformative Teaching and Learning by : Lawrence, Salika A.
Download or read book Critical Practice in P-12 Education: Transformative Teaching and Learning written by Lawrence, Salika A. and published by IGI Global. This book was released on 2014-01-31 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book presents a framework for teaching that empowers students, fosters literacy development, and explains the underlying factors that influence pedagogy, highlighting practices from around the globe"--
Book Synopsis Handbook of Individual Differences in Reading by : Peter Afflerbach
Download or read book Handbook of Individual Differences in Reading written by Peter Afflerbach and published by Routledge. This book was released on 2015-08-11 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change. The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.
Book Synopsis International Education by : Daniel Ness
Download or read book International Education written by Daniel Ness and published by Routledge. This book was released on 2015-03-17 with total page 901 pages. Available in PDF, EPUB and Kindle. Book excerpt: This encyclopedia is the most current and exhaustive reference available on international education. It provides thorough, up-to-date coverage of key topics, concepts, and issues, as well as in-depth studies of approximately 180 national educational systems throughout the world. Articles examine education broadly and at all levels--from primary grades through higher education, formal to informal education, country studies to global organizations.
Download or read book The Condition of Education written by and published by . This book was released on 2003 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes a section called Program and plans which describes the Center's activities for the current fiscal year and the projected activities for the succeeding fiscal year.
Book Synopsis Literacy and Language in East Asia by : Marilyn Kell
Download or read book Literacy and Language in East Asia written by Marilyn Kell and published by Springer Science & Business Media. This book was released on 2013-08-13 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book critically explores why some Asian nations are on top of the world in students’ achievement tests in reading and literacy, yet governments and industry in these nations are anxious about a crisis in education. Why are governments anxious about the capabilities and skills of school and university graduates in a global economy when there is a Asian economic boom? The authors explore questions about how the Asian countries value test-based examination curriculum and its influence on the practices of teaching learning and the lives of young people in Asia. The authors describe the challenge of change for East Asian nations to develop more relevant approaches to literacy and language and more inclusive societies focussed on the needs of young people and not exam results.
Book Synopsis Reading Engagement for Tweens and Teens by : Margaret K. Merga
Download or read book Reading Engagement for Tweens and Teens written by Margaret K. Merga and published by Bloomsbury Publishing USA. This book was released on 2018-12-01 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifies evidence-backed and easy-to-implement strategies for encouraging young people to read, and helps you to position your library as an indispensable resource for supporting reading. While most reading research focuses on young children, this book looks at how to support reading beyond the early years and into adulthood. Reporting on strong, peer-reviewed research supported by sound theoretical and methodological approaches, it emphasizes the practical implications of these findings, sharing what this means for you in terms of how you can be a powerful positive reading model and influence in young people's lives. Enriched with the voices of today's young people, the book includes quotes that allow readers to decide how to support reading engagement for tweens and teens based on what would make them read more, as expressed in their own words. Engaging and readable, it will be of interest to school and public librarians and can be shared with teachers, parents, and other literacy instructors and advocates.