Author: Nancy Vaughn Pistole
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 194
Book Description
A Comparative Study of the Performance of Third Grade Students on an Informal Reading Inventory from which They Have Been Instructed and Betts' Informal Reading Inventory
Author: Nancy Vaughn Pistole
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 194
Book Description
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 194
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
Book Description
Standardized Reading Test Scores and Informal Reading Inventory Results with Miscue Analysis for Above and Below Average Third Grade Students
Author: Linda Jean Orvis Button
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 224
Book Description
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 224
Book Description
A Study of Average Third Grade Readers' Oral Reading Performance in Material of Varying Fry Determined Readabilities
Author: Janet Sue Dixon
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 404
Book Description
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 404
Book Description
The Reading Teacher
Author:
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 524
Book Description
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 524
Book Description
The Informal Reading Inventory
Author: Margaret Albright
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 86
Book Description
An evaluation of the reading abilities of third grade students.
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 86
Book Description
An evaluation of the reading abilities of third grade students.
Journal of Reading
Author:
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 102
Book Description
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 102
Book Description
Proceedings of the Annual Convention
Author: International Reading Association
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 670
Book Description
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 670
Book Description
An Exploratory Study of Leadership, Literacy Assessments, and Acceleration for Closing the Reading Achievement Gap by Third Grade
Author: Laura Frances Estes
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 172
Book Description
The third grade year is a seminal moment for children moving into a fluent reader stage that continues to evolve well across their school career. Research indicates that not learning to read well by the third grade sets some children on a path of overall diminished school and life success, and thus, school leaders are faced with the challenge of altering the trajectory for students behind their peers in reading development. School leaders and teachers have a limited number of tools to assess literacy progress of beginning readers; therefore, it is important educators understand the connections between two of the most commonly used assessments. This exploratory study investigated the correlations between an Informal Reading Inventory (IRI), specifically, the Rigby, and the Virginia third grade Standards of Learning (SOL) assessment as well as a survey to capture principals’ self-ratings around the use of IRI quantitative and qualitative information within a data-informed instructional decision-making model. Findings indicated a significant relationship between the Rigby IRI and the Virginia third grade reading SOL as well as a significant relationship between where students scored on the quarter 1 Rigby IRI and where they end on both the quarter 4 Rigby IRI and the SOL. Moreover, principals’ perceptions of their leadership skills and processes indicated a stronger knowledge base and use of quantitative data from IRIs within a data monitoring system and a benchmarking process rather than the qualitative personalized instructional use of data from an IRI. If acceleration in reading progress is to be achieved in order to close reading gaps, IRI qualitative data needs to be utilized for a more dynamic instructional approach. Recommendations for practice and future studies are offered.
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 172
Book Description
The third grade year is a seminal moment for children moving into a fluent reader stage that continues to evolve well across their school career. Research indicates that not learning to read well by the third grade sets some children on a path of overall diminished school and life success, and thus, school leaders are faced with the challenge of altering the trajectory for students behind their peers in reading development. School leaders and teachers have a limited number of tools to assess literacy progress of beginning readers; therefore, it is important educators understand the connections between two of the most commonly used assessments. This exploratory study investigated the correlations between an Informal Reading Inventory (IRI), specifically, the Rigby, and the Virginia third grade Standards of Learning (SOL) assessment as well as a survey to capture principals’ self-ratings around the use of IRI quantitative and qualitative information within a data-informed instructional decision-making model. Findings indicated a significant relationship between the Rigby IRI and the Virginia third grade reading SOL as well as a significant relationship between where students scored on the quarter 1 Rigby IRI and where they end on both the quarter 4 Rigby IRI and the SOL. Moreover, principals’ perceptions of their leadership skills and processes indicated a stronger knowledge base and use of quantitative data from IRIs within a data monitoring system and a benchmarking process rather than the qualitative personalized instructional use of data from an IRI. If acceleration in reading progress is to be achieved in order to close reading gaps, IRI qualitative data needs to be utilized for a more dynamic instructional approach. Recommendations for practice and future studies are offered.
A Comparative Study of the Cumulative Growth in Reading of Third Grade Students in a Self-contained Classroom and a Third Grade Classroom Departmentalized for Reading Instruction
Author: Janet Kiski Trozzi
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 78
Book Description
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 78
Book Description