Investigation of Differences in STAR Reading Scores for Second- and Third-Grade Students Who Received Differentiated Reading Instruction 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 Investigation of Differences in STAR Reading Scores for Second- and Third-Grade Students Who Received Differentiated Reading Instruction PDF full book. Access full book title Investigation of Differences in STAR Reading Scores for Second- and Third-Grade Students Who Received Differentiated Reading Instruction by Elizabeth Hearn. Download full books in PDF and EPUB format.
Author: Elizabeth Hearn
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages :
Get Book Here
Book Description
This research study investigated the effects of teaching Response to Intervention curricula in second and third grades in a rural school district in Georgia. A causal-comparative design was used to compare scaled score gains of students who were taught using an RTI approach with curriculum available in How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole & McKenna, 2009) and students who were taught with other unidentified RTI curricula. Students in both groups participated in either Tier 2 or Tier 3 reading instruction in addition to Tier 1 regular classroom instruction. The STAR Enterprise Reading Test served as the assessment instrument. An ANCOVA was employed for data analysis, statistically controlling for pretest scores. Second-grade students in the treatment group had statistically significant lower scaled scores than second-grade students in the control group. There were no statistically significant differences found between the treatment and control groups in third grade. Limitations and implications are considered with several suggestions for further research.
Author: Elizabeth Hearn
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages :
Get Book Here
Book Description
This research study investigated the effects of teaching Response to Intervention curricula in second and third grades in a rural school district in Georgia. A causal-comparative design was used to compare scaled score gains of students who were taught using an RTI approach with curriculum available in How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Walpole & McKenna, 2009) and students who were taught with other unidentified RTI curricula. Students in both groups participated in either Tier 2 or Tier 3 reading instruction in addition to Tier 1 regular classroom instruction. The STAR Enterprise Reading Test served as the assessment instrument. An ANCOVA was employed for data analysis, statistically controlling for pretest scores. Second-grade students in the treatment group had statistically significant lower scaled scores than second-grade students in the control group. There were no statistically significant differences found between the treatment and control groups in third grade. Limitations and implications are considered with several suggestions for further research.
Author: Diedre LaShon Capers
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 125
Get Book Here
Book Description
The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 374
Get Book Here
Book Description
Author: Jeni Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 28
Get Book Here
Book Description
Author: Susan A. Brady
Publisher: Psychology Press
ISBN: 1136732845
Category : Psychology
Languages : en
Pages : 277
Get Book Here
Book Description
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
Author: Pam Epler
Publisher: IGI Global
ISBN: 1466685174
Category : Education
Languages : en
Pages : 336
Get Book Here
Book Description
Response to Intervention (RTI) is an intervention model designed to assist all students regardless of their academic ability. It seeks to assist students who are struggling in academics by providing them with targeted assistance in the form of tutoring, pull-out services, and differentiated classroom instruction. Examining Response to Intervention (RTI) Models in Secondary Education highlights the application of the RTI model to secondary schools through instructional strategies and real-world examples of how this model can be used at the middle and high school levels. Through a series of informative and timely chapters written by global educational specialists, this publication is ideally designed for use by middle and high school teachers and school administrators as well as professors and students in upper-level Educational Leadership and Secondary Education programs.
Author: David R. Humphrey
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 43
Get Book Here
Book Description
Author: Jerry L. Johns
Publisher: Kendall Hunt
ISBN: 9780757515385
Category : Language Arts & Disciplines
Languages : en
Pages : 580
Get Book Here
Book Description
CD-ROM includes video demonstrations of the Basic reading inventory with a teacher and student, and software for recording and analysing scores.
Author: Todd Johnson
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 126
Get Book Here
Book Description
The purpose of this correlational investigation is to examine the magnitude of the relationships between three diagnostic reading measures and scores obtained on the third grade Virginia SOL reading test. Specifically, this study investigated the relative utility of predictor variables against one another while also evaluating the strength of the model utilizing all three variables simultaneously. Grounded in the Simple View of Reading as outlined by Gough and Tunmer (1986), this study incorporated the Phonological Awareness Literacy Screening (or PALS), the STAR Reading Test, and the QRI-5 as independent variables. While each instrument has been the subject of previous investigations, no prior study has compared the value of these commonly used assessments in predicting the same outcome measure. This study incorporated a multiple regression analysis to investigate two research questions designed to evaluate the ability of diagnostic reading measures to predict outcome scores on the third grade Virginia Standards of Learning reading assessment. This investigation utilized a data set from a sample of third grade students attending a semi-rural school division in Virginia. Pearson correlation coefficients revealed strong relationships between each of the independent variables and scores obtained on the third grade SOL test. Further, regression analysis revealed a significant relationship between a linear combination of predictor variables and SOL achievement scores. These findings suggest that students can be effectively screened for inclusion in remedial and enrichment programs prior to the administration of high stakes end-of-course reading tests.
