A Study of the Reading Achievement of Forty First and Second Grade Pupils of the Hannah J. Mallory School PDF Download
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Author: Lula Mae Brantley
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 68
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Book Description
Author: Lula Mae Brantley
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 68
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Book Description
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 232
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Book Description
Author: Myrtle Carolyn Dunn
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 136
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Book Description
Author: Mary D. Royster
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 74
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Book Description
Author: Elizabeth D. Ocokoljich
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
Author: S. Howard Cross
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 88
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Book Description
Author: Carrie Mae Grove
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 90
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Book Description
Author: Mary A. Foertsch
Publisher: Department of Education
ISBN:
Category : Education
Languages : en
Pages : 72
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Book Description
A study focused on the background factors that are most closely related to reading instruction and reading performance, including instructional approaches, reading experiences, home influences, and demographic characteristics. Data for these assessments were collected in the spring of 1988 and 1990 from a nationally representative sample of approximately 13,000 students in 1988 and 25,000 students in 1990 at grades 4, 8, and 12 attending public and private schools. The measurement of achievement included in this study is students' average reading performance on a scale of 0 to 500 that allows for direct comparison across the grades and among subgroups of the population assessed. This scale differs from the National Assessment of Educational Progress (NAEP) reading scale data and are not comparable to the 1988 and 1990 reading results. Major findings of the assessment were: (1) the amount of reading that students do in and out of school was positively related to their reading achievement, yet students report relatively little reading in or out of school; (2) students who reported home environments that fostered reading had higher reading achievement; (3) despite extensive research suggesting that effective reading instruction includes moving from an emphasis on workbooks to combining reading and writing activities, schools were slow to make the transition; (4) students demonstrated difficulty in providing details and arguments to support interpretations of what they read; and (5) frequency of library use in 1990 appeared to decrease as grade level increased. (Twenty-one tables, two figures of data, and a "procedural appendix" are included. A separate data summary of the 1990 assessment, prepared by Eugene Owen, is appended.
Author: Mollie Mae Anderson McCright
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 126
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Author: Joyce Blakney Goodwin Duerr
Publisher:
ISBN:
Category : Gifted children
Languages : en
Pages : 292
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