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Author: Latrasha Palmer
Publisher:
ISBN:
Category : Internet in education
Languages : en
Pages : 153
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Book Description
The purpose of this casual-comparative study was to assess the effectiveness of Academy of READING® (AOR) on eighth grade Response to Intervention students using third nine-week benchmark scaled score and Criterion Reference Competency Test scaled score. The data collected from a public middle-school in rural Georgia revealed how student achievement, gender, and socioeconomic status were impacted by AOR. AOR participants, the treatment group, received 45 minutes of research-based computer intervention while the control, non-participating AOR, did not receive computer-based instruction during extended learning. This study compared differences in the mean scaled scores for at-risk students using an independent samples t-test. The findings for this research study indicated AOR participants’ third nine-week reading benchmark scores were slightly higher than non-participating AOR. No significant differences were revealed between third nine-week reading benchmark based on gender. High SES AOR participants scored slightly higher than low SES AOR participants although the sample size was small. Non-participating AOR participants’ student achievement outcomes were marginally higher than AOR participants on the CRCT. The researcher concludes that Academy of READING® did not impact student achievement. Furthermore, the researcher recommends that this study be replicated for a longer period with students from different ethnicities, more diverse economic population, and provide more feedback from students and teachers. Keywords: at-risk, benchmarks, comprehension strategies, extended learning time, low- achieving, standardized test scores, response to intervention
Author: Latrasha Palmer
Publisher:
ISBN:
Category : Internet in education
Languages : en
Pages : 153
Get Book Here
Book Description
The purpose of this casual-comparative study was to assess the effectiveness of Academy of READING® (AOR) on eighth grade Response to Intervention students using third nine-week benchmark scaled score and Criterion Reference Competency Test scaled score. The data collected from a public middle-school in rural Georgia revealed how student achievement, gender, and socioeconomic status were impacted by AOR. AOR participants, the treatment group, received 45 minutes of research-based computer intervention while the control, non-participating AOR, did not receive computer-based instruction during extended learning. This study compared differences in the mean scaled scores for at-risk students using an independent samples t-test. The findings for this research study indicated AOR participants’ third nine-week reading benchmark scores were slightly higher than non-participating AOR. No significant differences were revealed between third nine-week reading benchmark based on gender. High SES AOR participants scored slightly higher than low SES AOR participants although the sample size was small. Non-participating AOR participants’ student achievement outcomes were marginally higher than AOR participants on the CRCT. The researcher concludes that Academy of READING® did not impact student achievement. Furthermore, the researcher recommends that this study be replicated for a longer period with students from different ethnicities, more diverse economic population, and provide more feedback from students and teachers. Keywords: at-risk, benchmarks, comprehension strategies, extended learning time, low- achieving, standardized test scores, response to intervention
Author: Andrea Moss
Publisher:
ISBN:
Category :
Languages : en
Pages : 80
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Book Description
In the United States, children between the ages of five and eighteen spend up to 85 percent of their time out of school. After the school day ends, working parents of school-age children and youth need to secure adequate after-school care. During after school hours, between the hours of 3 p.m. and 7 p.m., 19 percent of violent offenses committed by juveniles occur (U.S. Department of Justice, 2010). On the National Assessment of Educational Progress (2015) the average eighth-grade minority student performs at about the level of the average fourth-grade white student. These data indicate that the best use of time after school involves closing the achievement gap and providing a haven for school-age children and youth (Durlak & Weissberg, 2007). The literature notes mixed opinions concerning the impact of extended learning time in the form of after-school programs. Interested stakeholders believe that, despite the inconsistent findings of the effect of after-school programs on academics and student behavior, after-school programs can narrow the achievement gap through academic and social support, promote physical fitness, and offer refuge for children and youth. Researchers believe that these varied results may stem from the need for improved research designs and a determination of which children benefit the most from participation in after-school programs (Riggs & Greenberg, 2004). This study addressed the need for extended learning time in the form of after-school programs in urban schools. It sought to evaluate the effect of participation in school-based after-school programs on the academic and social behaviors of elementary and middle school students in an urban school district. It used an ex-post facto research design and included after-school participation, Ohio Achievement Assessment data in reading and mathematics, suspensions, school attendance and demographics including race, gender, age, disability, and English proficiency as variables. Participants included students in grades three through eight from two schools in an urban district. The researcher analyzed data to compare participants in an after-school program to non-participants according to the variables mentioned above. The results of this study showed that after-school programs academically and socially benefit urban elementary and middle school students.
Author: Vincent M. Hamm
Publisher:
ISBN:
Category : After-school programs
Languages : en
Pages : 113
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Book Description
The purpose of this study was to determine and describe the prevalence, characteristics, and structure of funding for extended learning programs in small, medium, and large public elementary schools in Georgia. The researcher also sought to identify principals’ perceptions of the benefits of extended learning programs. Although some data and literature exist relating the effect of extended learning programs to student achievement, additional data are needed at the state level. This study provides valuable information related to the characteristics and benefits of extended learning programs in Georgia elementary schools. The researcher compared third-grade mathematics Criterion Reference Competency Test mean pass rates, as measured by the Georgia CRCT, between schools that implemented an extended learning program and those that did not. The researcher also compared third-grade mathematics CRCT mean pass rates, as measured by the Georgia CRCT, among small, medium, and large Georgia public elementary schools. The researcher used a causal-comparative research design. A single survey instrument was used to collect data from elementary school principals across the state of Georgia. Two hypotheses were proposed to examine the effects of extended learning programs on mean third-grade mathematics CRCT pass percentages. Neither hypothesis was supported. An overall comparison of schools, either by program utilization or size, suggested no group experienced any greater degree of increased mathematics pass rate. However, principals surveyed in this study indicated that these types of programs were beneficial to their schools. Principals perceived that student performance had increased in mathematics and reading. According to principals surveyed in this study, extended learning programs provide students with opportunities to improve basic skills not available during the regular school day. One must consider if program success can solely be determined by standardized test score improvement.
Author: Rosalind Horowitz
Publisher: Routledge
ISBN: 1317699726
Category : Language Arts & Disciplines
Languages : en
Pages : 399
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Book Description
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Author: Irene C. Fountas
Publisher: Heinemann Publishing
ISBN:
Category : Education
Languages : en
Pages : 428
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Book Description
This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Author: Sarah Escobedo-Popuch
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 30
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Book Description
There is a strong focus on student achievement and test scores in the public schools of California. Educators continue to identify low reading scores as evidence of many students struggling to achieve grade level standards. Reading intervention programs have been introduced to elementary schools to assist struggling readers. This study investigated the effects of the READ 180 reading intervention program on the reading achievement of fourth and fifth grade English Learners and fourth and fifth grade English Only students at two elementary schools. The Reading Inventory (RI) was administered twice, to establish baseline data for the first academic quarter, and at the end of the fourth academic quarter, to determine if changes in achievement occurred between the pretest and posttest. Through paired samples t-tests, this author found that there was significant change in the reading achievement of fourth and fifth grade English Learners and fourth and fifth grade English Only students. This study suggests that students may significantly improve reading skills when participating in the READ 180 reading intervention program. Keywords: READ 180, reading intervention, English Learners.
Author: Kendra Fennessey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Throughout history, there have been a variety of circumstances that have forced students to be away from traditional school setting for an extended period. Natural disasters, pandemics, epidemics, or simply summer breaks cause students to spend time away from in person learning that may impact their academic growth momentum. Each time a school disruption occurs, educators find themselves reflecting on the best means to quickly close student achievement gaps and ensure any learning lost during extended time away from school is quickly recovered. Various approaches have been attempted to quickly close student achievement gaps. The Multi-Tiered Systems of Support (MTSS) utilizes a system of tiered instruction to meet the needs of students and close achievement gaps quickly.
Author: Kathleen Crossman
Publisher:
ISBN:
Category :
Languages : en
Pages : 492
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Book Description
The Proficient level is the goal for student performance on the NAEP (National Assessment of Educational Progress, 2012). With only 25% of California's grade four students performing at or above the Proficient level on the 2011 English language arts section of the National Assessment of Educational Progress (NAEP) achievement tests, too many third-grade students cannot read at grade level. California's Hispanic students fared worse, with only 13% of fourth-grade students performing at or above the Proficient level. Might afterschool programs (ASP) be an opportunity to combat the achievement gap and help ensure all students are reading by the end of third grade? This mixedmethods study used California Standards Test (CST) Comprehension scores, observation, and case studies at a Northern California school, to explore the following questions: 1. Is there a significant difference, as measured by CST scores, in comprehension achievement between third through fifth grade students in an afterschool program and those not in an afterschool program? x 2. Is there a significant difference in comprehension achievement between Hispanic students and non-Hispanic students attending Ross Elementary? 3. In what ways does the afterschool program bolster reading comprehension success? The quantitative findings for Questions 1 and 2 showed that students attending the ASP did not have a significant difference on CST comprehension scores. Question 3, in a qualitative study, provided an opportunity to view students in the afterschool program through the lenses of Systems Theory (focusing on Bronfenbrenner's (1979) Ecology of Human Development Theory), Universal Design for Learning Theory, and the Appreciative Inquiry Theory. The theories formulated from qualitative data, showed illustration of support that could lead to increased student achievement via: 1. Instructional support 2. Environment of mutual trust 3. Positive expectations and environment The history and role of afterschool programs (ASPs) are examined to better understand ASPs, their purposes, and key funding sources. This study concludes with policy and future research recommendations.
Author: Shanika L. Hope
Publisher:
ISBN:
Category : Literacy programs
Languages : en
Pages : 254
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Book Description
Author: Julie A. Marsh
Publisher: Rand Corporation
ISBN: 0833045091
Category : Education
Languages : en
Pages : 269
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Book Description
"Despite recent progress in reading achievement among children in primary grades, many children are not moving beyond basic decoding skills to fluency and comprehension as they go on to higher grades. To address this problem, many policymakers suggest that reading coaches - master teachers who offer ongoing on-site instructional support for teachers - can improve teachers' practice and students' literacy skills. RAND researchers evaluated the middle school reading coach program in Florida to answer these questions: How is the program being implemented by the state, districts, schools, and individual coaches? What is the impact of coaching on teachers' practice and students' achievement in reading and mathematics? What features of reading coach models and practices are associated with better outcomes?"--BOOK JACKET.
