A Comparison of the Reading Achievement of Kindergarten and Non-kindergarten Children in the First Grade PDF Download
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Author: Rheba C. Bryant
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 128
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Author: Rheba C. Bryant
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 128
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Book Description
Author: Kristin Denton
Publisher: DIANE Publishing
ISBN: 1428925716
Category : Mathematics
Languages : en
Pages : 78
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Book Description
This report is the third in a series based on findings about young children's early experiences with school from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Sponsored by the U.S. Department of Education, National Center for Education Statistics, the ECLS-K study selected a nationally representative sample of kindergartners in the fall of 1998 and is following these children through the spring of their fifth-grade year. The study collects information directly from the children, their families, teachers, and schools. This report looks at children's school performance during first grade in terms of their reading and mathematical knowledge and skills by relating them to child, family, and school characteristics. The report finds that some of the differences in children's reading and mathematics knowledge and skills by child, family, and school characteristics that are present as they enter kindergarten persist into the spring of their kindergarten and spring of their first-grade year. For example, poor children consistently score below the national average in both reading and mathematics across the kindergarten year and into the spring of first grade. These findings also suggest differences that are beginning to emerge by children's sex. By spring of first grade, females are more likely to be reading (understanding words in context), whereas, males are more likely be proficient at advanced mathematics (multiplication and division). However, some differences do seem to wane. For example, in both reading and mathematics, Hispanic children's scores tend to move upward toward the national mean over these two school years. The longitudinal nature of the ECLS-K will enable researchers to track these differences in terms of children's third- and fifth-grade reading and mathematics performance. The report also notes that children who bring certain knowledge and skills with them to kindergarten are likely to be at an advantage in classroom learning compared to peers who do not possess such resources. The descriptive analyses of the report show that children who have specific cognitive knowledge and skills, are read to frequently, possess positive approaches to learning, and enjoy very good or excellent general health, perform better in reading and mathematics than those without these resources. (Includes data and standard error tables. Appended is a table of regression coefficients for the relationship between children's resources and skills to their spring kindergarten and spring first-grade reading performance. Contains 18 references.) (HTH)
Author: Laura Ann (McClendon) Symank
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 204
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Author: Caroline Magnatta Marzilli
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 122
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 840
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Author:
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 402
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Book Description
Author: Annie M. McCarthy
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 31
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
Author: Shane R. Jimerson
Publisher: Springer Science & Business Media
ISBN: 0387490531
Category : Psychology
Languages : en
Pages : 467
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Book Description
Until now, practitioners have had access to few detailed descriptions of RTI methods and the effective role they can play in special education. The Handbook of Response to Intervention fills this critical information gap. In this comprehensive volume, more than 90 expert scholars and practitioners provide a guide to the essentials of RTI assessment and identification as well as research-based interventions for improving students’ reading, writing, oral, and math skills.
