Impact of Extended Instructional Time on the Reading Achievement of At-risk Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Impact of Extended Instructional Time on the Reading Achievement of At-risk Students PDF full book. Access full book title Impact of Extended Instructional Time on the Reading Achievement of At-risk Students by Amy Vickers Larkey. Download full books in PDF and EPUB format.
Author: Amy Vickers Larkey
Publisher:
ISBN:
Category : Problem children
Languages : en
Pages : 116
Get Book Here
Book Description
A study of eighty-five third, fourth, and fifth-grade students from a rural Georgia elementary school, who had failed reading and/or English/Language Arts on the Georgia Criterion Referenced Test (CRCT), passed the test with borderline scores, or were nominated by their teachers, who received 67 1/2 extra hours of instruction in an extended day program. Participants' scores on the CRCT did not improve; Participants' scores on the Scholastic Reading Inventory (SRI) did improve.
Author: Amy Vickers Larkey
Publisher:
ISBN:
Category : Problem children
Languages : en
Pages : 116
Get Book Here
Book Description
A study of eighty-five third, fourth, and fifth-grade students from a rural Georgia elementary school, who had failed reading and/or English/Language Arts on the Georgia Criterion Referenced Test (CRCT), passed the test with borderline scores, or were nominated by their teachers, who received 67 1/2 extra hours of instruction in an extended day program. Participants' scores on the CRCT did not improve; Participants' scores on the Scholastic Reading Inventory (SRI) did improve.
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: Marianne Schüpbach
Publisher: Springer
ISBN: 3658271728
Category : Education
Languages : en
Pages : 211
Get Book Here
Book Description
The WERA-IRN conference Extended Education from an International Comparative Point of View held at University of Bamberg, Germany, in 2017 aimed at bringing together different research perspectives, to synthesize the state of research worldwide in this new field of extended education – afterschool and out-of-school time learning –, and to initiate an international research direction from a comparative point of view. WERA-IRN Extended Education is an International Research Network of the World Education Research Association. From the conference proceedings, thirteen high-quality papers have been selected representing the international state of research on extended education.
Author: Edward B. Fiske
Publisher:
ISBN:
Category : Arts
Languages : en
Pages : 124
Get Book Here
Book Description
Author: Myra Gail Autrey
Publisher:
ISBN: 9780549035411
Category : Educational strategies
Languages : en
Pages : 100
Get Book Here
Book Description
Student academic achievement was assessed using the Brigance Diagnostic Comprehensive Inventory of Basic Skills. The treatment group (M = 87.56) scored higher than the control reading group (M = 75.79). The treatment group (M = 81.94) scored higher than the control math group (M = 71.55). A significant difference was found on Brigance Diagnostic Comprehensive Inventory of Basic Skills favoring the experimental group.
Author: Judith L. Meece
Publisher: Routledge
ISBN: 1135283877
Category : Education
Languages : en
Pages : 534
Get Book Here
Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Author: Shawnna Shalvis Helf
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Get Book Here
Book Description
A true group experimental design was used to compare two grouping conditions (i.e., one tutor to one student [1:1] and one tutor to three students [1:3]) on the reading achievement of first grade students identified at-risk for reading failure and the efficiency of delivering instruction. Fifty-four students were randomly assigned conditions. The 1:1 condition was composed of 27 students and the 1:3 condition was composed of 27 students. The intervention was tightly controlled through the use of a scripted supplemental reading program. In addition, the impact of differences in teaching skills was reduced by having the same tutor provide instruction for both grouping conditions. Efficiency measures were examined by comparing the amount of instruction needed to complete daily lessons and reach mastery of skills in the supplemental program for each grouping condition. In addition, this study examined differences in behavior for students instructed in both grouping conditions as well as tutor preference. Findings indicated that the majority of students in both grouping formats met winter benchmark goals which place them on track to reaching end of year goals. With the national focus on the prevention of reading failure, this study extends the research base by examining the most efficient way to provide supplemental instruction to students at-risk for reading failure. The results of this study indicated that students made comparable progress and gains in reading when instructed in small groups of three, and because it is a more efficient use of resources, it may be preferable to 1:1.
Author: Kendra Fennessey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
Get Book Here
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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
Get Book Here
Book Description
Author: Suzanne Bamonto Graney
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 272
Get Book Here
Book Description
