A Study of the Relationship Between Reading Achievement and Curiosity of Good and Poor Third Grade Readers PDF Download
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Author: Connie B. Mosley
Publisher:
ISBN:
Category : Curiosity in children
Languages : en
Pages : 102
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Author: Connie B. Mosley
Publisher:
ISBN:
Category : Curiosity in children
Languages : en
Pages : 102
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Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Arthur N. Applebee
Publisher: National Assessment of Educational
ISBN: 9780886850692
Category : Academic achievement
Languages : en
Pages : 60
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Book Description
Describing the characteristics and attitudes of a nationally representative sample of 36,000 students in grades 3, 7, and 11, this report details the specific features of reading instruction, how students approach their reading tasks, student reading experiences, and the home and school supports to academic achievement. The report is based the National Assessment of Educational Progress's (NAEP) 1986 assessment of the reading achievement of American schoolchildren. It does not discuss trends over time as many NAEP reports do. Major findings of the report are: (1) students at all three grade levels had particular difficulty with tasks that require them to elaborate upon or defend their evaluations and interpretations of what they read; (2) poor readers reported doing less independent reading than good readers; (3) students reported that their teachers used a variety of instructional approaches to reading instruction; (4) poor readers reported that their teachers used a narrower range of approaches than were used with better readers; (5) poor readers reported using a narrower range of strategies than good readers; (6) students from historically at-risk populations continued to perform poorly relative to the national population at each grade level; and (7) reading proficiency was related to students' general literacy experiences. A procedural appendix is attached. (RS)
Author: Laura Frances Estes
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 172
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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.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
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
Author: Martha Joy Coutinho
Publisher:
ISBN:
Category : Child psychology
Languages : en
Pages : 488
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Author: Ernest Horn
Publisher:
ISBN:
Category : Readers
Languages : en
Pages : 222
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Author: Linda L. Allgeier
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 92
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 604
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Author: Ruby Norine Odland
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 496
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