Examining the Predictive Capacity of a Set of Learning Related Social Skills in Kindergarten on the Academic Achievement in Reading in Third Grade PDF Download
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Author: Patty S. Coté
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Author: Patty S. Coté
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
The purpose of this study was to examine the predictive capacity between observed social and emotional behaviors present when children entered kindergarten in a large urban district in Texas to their achievement on the grade three reading STAAR assessment. The study attempted to determine if a set of learning-related social skills present at the beginning of kindergarten held a predictive capacity to future academic success on the grade three reading STAAR assessment. The study found that while the behavioral composite scores of students entering kindergarten had a significant relationship to STAAR reading scores and accounted for 3% of the variation in scores. The results of a series of one-way ANOVAs used to compare the effects of the variables of following class rules, listening without interrupting, completing tasks, speaking in a respectful tone to teachers and others, and working cooperatively with peers were determined to be significant predictors of the performance on the third grade reading STAAR. Completing tasks held the highest predictive capacity to STAAR Reading mean scores. The results of a descriptive statistics analysis determined that students who had not attended pre-kindergarten programs scored higher on the KESI behavior composite ratings than their peers who had attended pre-kindergarten programs. Children who did not participate in the district’s pre-kindergarten program had higher mean scores on the third grade STAAR reading exam and the KESI behavioral rating scale. The results on a one-way ANOVA analysis of variance determined that attending district pre-kindergarten programs did have a statistically significant impact on the mean STAAR scores. Students who attended the district pre-kindergarten program had lower mean STAAR scores than those students who did not participate in the program.
Author: Vincent C. Alfonso
Publisher: Routledge
ISBN: 0429620462
Category : Education
Languages : en
Pages : 398
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Book Description
Psychoeducational Assessment of Preschool Children, Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Author: Salvador Chacón-Moscoso
Publisher: Frontiers Media SA
ISBN: 2889452492
Category :
Languages : en
Pages : 120
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Book Description
Evaluations of intervention programs seek to present high-quality design, measures and data to assess their merit and worth. While evaluations differ in their purpose, theoretical framework and methodology, their collective aim is to obtain relevant and meaningful information to inform practice, research, and policy. As such, evaluation findings serve to build a body of knowledge on effective approaches to promote designated psychological outcomes, critical to an individual's overall health and well-being. However, as examined in this e-book, methodological weaknesses directly limit the potential of evaluations of intervention programs. As discussed by Chacón-Moscoso and Sanduvete-Chaves, methodological weaknesses can be attributed to how to define and measure methodological quality and the contextual dependency of instruments designed to measure this quality. In response, this e-book provides a collection of studies on methodological approaches to promote the quality of psychological interventions. Specifically, 10 original works published in the Research Topic Methodological Quality of Interventions in Psychology are included. The papers are organized into two chapters. Concretely, Chapter 1 includes studies pertaining to methodological approaches to enhance the quality of psychological intervention, being context independent solutions. Furthermore, Chapter 2 presents original work in different areas (health, education, sport and social welfare) where methodological quality has been better assessed. Collectively, the papers in this e-book serve to expand the awareness of practitioners and researchers interested in psychological interventions of the critical role of methodological quality in this work. This research was funded by the projects 1150096 (Chilean National Fund of Scientific and Technological Development, FONDECYT); and PSI2015-71947-REDT (Spain’s Ministry of Economy and Competitiveness).
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1216
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Author: Miloš Kankaraš
Publisher: Frontiers Media SA
ISBN: 2832500390
Category : Science
Languages : en
Pages : 211
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Book Description
Author: Vibeke Grøver
Publisher: Cambridge University Press
ISBN: 1107169356
Category : Language Arts & Disciplines
Languages : en
Pages : 349
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Book Description
Explores how children develop linguistic and literary competence from early childhood into adolescence, in a diverse range of linguistic contexts.
Author: Tânia Fernandes
Publisher: Frontiers Media SA
ISBN: 2889197166
Category : Psychology
Languages : en
Pages : 75
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Book Description
Reading is at the interface between the vision and spoken language domains. An emergent bulk of research indicates that learning to read strongly impacts on non-linguistic visual object processing, both at the behavioral level (e.g., on mirror image processing – enantiomorphy) and at the brain level (e.g., inducing top-down effects as well as neural competition effects). Yet, many questions regarding the exact nature, locus, and consequences of these effects remain hitherto unanswered. The current Special Topic aims at contributing to the understanding of how such a cultural activity as reading might modulate visual processing by providing a landmark forum in which researchers define the state of the art and future directions on this issue. We thus welcome reviews of current work, original research, and opinion articles that focus on the impact of literacy on the cognitive and/or brain visual processes. In addition to studies directly focusing on this topic, we will consider as highly relevant evidence on reading and visual processes in typical and atypical development, including in adult people differing in schooling and literacy, as well as in neuropsychological cases (e.g., developmental dyslexia). We also encourage researchers on nonhuman primate visual processing to consider the potential contribution of their studies to this Special Topic.
Author: Aaron John Wills
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 93
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Book Description
Increased scrutiny of educational proficiency targets has intensified the urgency for educators to identify measurements that indicate students' likelihood of eventual achievement in reading. This regression analysis explored the relationship between nonverbal ability in kindergarten as measured by the Naglieri Nonverbal Ability Test (NNAT) and eventual third-grade achievement in reading and writing as measured by the Missouri Assessment Program (MAP). Naglieri and Ronning (2000) found a range of correlational r values from .49 to .56 when comparing NNAT results to results from the Stanford Achievement Test 9 (SAT-9) in reading when tested concurrently at various grade levels. The present research examined data from two cohorts of students (n = 794, 795) and produced correlational r values of .50 and .44 with a four-year span between assessment administrations. These r values are similar to those found in other research comparing ability with reading achievement in the early childhood years. Furthermore, this study examined the results of multiple regression analysis between seven student demographic subgroup categories and identified the NNAT's ability to predict MAP achievement for each group.
Author: Pedro Rosário
Publisher: Frontiers Media SA
ISBN: 2832547303
Category : Science
Languages : en
Pages : 220
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Book Description
At the end of the last century, social emotional learning (SEL) emerged as a relevant theme in education all over the world. What is SEL? SEL may be defined as a multidimensional construct orchestrating individuals’ ability to identify and manage emotions, feelings, and concern for others, as well as to organize and manage behaviors toward goals, solve problems and develop positive relationships. SEL has been gaining growing popularity among researchers and practitioners. Still, there is a reasonable degree of ambiguity regarding the concept. In fact, the term is often used as an umbrella for many types of programs and interventions from distinct areas such as school, public health, mental health or character education, addressing the vulnerability of children and youth to various social and psychological problems. What is more, topics covered under the SEL umbrella are diverse as follows: emotions, cognition (including multiple intelligences), motivation, socialization in schools and families, and self-regulation and its effects.
