An Experimental Study of the Effects of Teaching Test-taking Strategies on Scores on Timed Standardized Reading Tests PDF Download
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Author: Nora D. Barron
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Book Description
Author: Nora D. Barron
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Book Description
Author: Tamela Min Scharnagl
Publisher:
ISBN: 9780496026425
Category :
Languages : en
Pages : 58
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Book Description
Standardized assessments are becoming more popular in education due to an increased focus on accountability. Controversy arises about how to improve the reading achievement of elementary school students. the federal government is mandating that standardized test scores be improved and that teachers be held accountable for their students' results. According to the National Assessment of Educational Progress (NAEP), forty percent of fourth grade students have been performing below basic on standardized tests in reading for the last forty years. From year to year, little or no change has been noted in reading achievement. In this study, the relationship between reading achievement of low-performing third-grade students and the addition of test-taking skills to curricular instruction was examined. the purpose of this experimental study was to test the theory that an increase in standardized reading test scores from pretest to posttest of students who received additional instruction on test-taking skills would be significantly higher than those of students who did not receive additional instruction on test-taking skills. the study was conducted at a rural elementary school on the southeast coast of Georgia, using fifteen third-grade students in both the experimental group (those who were administered the additional skills) and in the control group (those who received no additional skills). the independent variables were the pretest score and the experimental indicator (whether or not they were members of the experimental group). the dependent variable was the net change in test score from pretest to posttest. It was hypothesized that the standardized reading test scores from pretest to posttest of students who received additional instruction on test-taking skills would show statistically significant scores that were higher than those of students who did not receive the treatment effect. Quantitative analysis of the data through analysis of covariance (ANCOVA) indicated that such instruction showed statistically significant results in favor of the hypothesis. This study has implications for educators; administrators, and curriculum developers as a means to further comply with national educational directives as delineated in the No Child Left Behind Act.
Author: Aleta A. Gilbertson Schulte
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Author: Patricia A. Alexander
Publisher: Psychology Press
ISBN: 0805849378
Category : Education
Languages : en
Pages : 1048
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Book Description
Provides coverage of the field of educational psychology. This book includes topics, such as, adult development, self-regulation, changes in knowledge and beliefs, and writing. It is useful to scholars, teacher educators, practitioners, policy makers, and academic libraries. It is also suitable for graduate level courses in educational psychology.
Author: Paula Winke
Publisher: Routledge
ISBN: 1351034774
Category : Language Arts & Disciplines
Languages : en
Pages : 543
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Book Description
This Handbook, with 45 chapters written by the world’s leading scholars in second language acquisition (SLA) and language testing, dives into the important interface between SLA and language testing: shared ground where researchers seek to measure second language performance to better understand how people learn their second languages. The Handbook also reviews how to best measure and evaluate the second language (L2) learners’ personal characteristics, backgrounds, and learning contexts to better understand their L2 learning trajectories. Taking a transdisciplinary approach to research, the book builds upon recent theorizing and measurement principles from the fields of applied linguistics, cognitive science, psychology, psycholinguistics, psychometrics, educational measurement, and social psychology. The Handbook is divided into six key sections: (1) Assessment concepts for SLA researchers, (2) Building instruments for SLA research, (3) Measuring individual differences, (4) Measuring language development, (5) Testing specific populations, and (6) Measurement principles for SLA researchers.
Author: James M. Kauffman
Publisher: Taylor & Francis
ISBN: 131551768X
Category : Education
Languages : en
Pages : 965
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Book Description
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Author: Warren W. Willingham
Publisher: Routledge
ISBN: 1135454868
Category : Education
Languages : en
Pages : 424
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Book Description
There have been many important changes in the participation of women and men in American society over the past quarter-century. Tests play a role in those changes by providing evidence of the diverse achievement and proficiency of women and men. They aid the learning process and reflect inequalities in opportunity to learn and participate. In addition, they provide useful information in considering what alternatives in education and work make most sense for individuals and influence views about groups of students, educational programs, and a wide range of issues. For all of these reasons, it is important that tests assess fairly and reflect accurately the ways young people are and are not achieving as well as desired. The test performance of women and men is a research topic of historical interest and has received much attention in recent years. Because of this increased interest, there is a great deal of new research and data available. The purpose of the study presented in this volume was to review this new information with two objectives in mind: *to clarify patterns of gender difference and similarity in test performance and related achievements, and *to see what implications those findings might have for fair assessment and, as a corollary, examine the assessment process as a possible source of gender differences. This study is interested in tests used in education to assess developed knowledge and skill. In order to gain a broader view of gender similarity and difference, the contributors looked at other types of measures and other characteristics of young women and men. Their hope is to contribute to a firmer basis for insuring fairness in tests--an objective which is particularly important as the field moves increasingly to new forms of assessment in which there is less experience.
Author: Shelby Wolf
Publisher: Routledge
ISBN: 1136913572
Category : Education
Languages : en
Pages : 568
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Book Description
This multidisciplinary handbook pulls together in one volume the research on children's and young adult literature which is currently scattered across three intersecting disciplines: education, English, and library and information science.
