Reading Self-efficacy Perceptions of Urban Middle School Students in Relation to Gender, Grade Level and Reading Performance PDF Download
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Author: Rachel J. Hickoff-Cresko
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 238
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Author: Rachel J. Hickoff-Cresko
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 238
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Author: Amanda Michelle Cox
Publisher:
ISBN:
Category : Read 180
Languages : en
Pages : 208
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Book Description
The purpose of this study was to determine if improving reading achievement through Houghton Mifflin Harcourt’s (HMH) READ 180 program impacted a student’s reading self-efficacy. Of the students participating in this study, particular attention was placed on the factors of gender, ethnicity, and the length of time students were exposed to HMH’s READ 180 program. -- The setting for this research was three middle schools in upstate South Carolina. The schools sampled were from a combination of urban, suburban, and rural populations. The study’s methodology was quantitative and correlational. -- When reviewing the results of the study, the research indicated that there was a statistically significant effect on the factor of ethnicity concerning STAR Reading Grade Equivalent scores. It was also determined that there was a statistical significance concerning the STAR Reading Lexile scores and the factors of ethnicity and time. Concerning reading self-efficacy, there was statistical significance found in the area of process concerning time. Additionally, statistical significance was found in the areas of social feedback and physiological status concerning ethnicity. Also, a correlation was found between the Reading Inventory and STAR Reading Grade Equivalent score as well as between the student achievement scores and three of the four areas from the Reader Self-Perception Scale 2 (RSPS2).
Author: Robyn Leontyne Davis
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 159
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The purpose of this non-experimental, quantitative research study was to examine if a predictive relationship existed between general educators' perceived self-efficacy, attitudes toward inclusion, and the reading achievement of special needs students in an urban school district in the Midwestern United States. A convenience sample of 65 middle school reading teachers participated in the study. The theory of planned behavior, self-efficacy theory, and social cognitive theory provided a theoretical understanding of how inclusion affects the attitude and behaviors of teachers. Attitudes and beliefs affect behavior by determining what a middle school teacher does and does not do, thereby affecting what the student with a disability receives in the classroom. A simple linear regression was used to test the hypotheses according to scores generated from the Teachers' Sense of Efficacy Scale (TSES) short form and the Scale of Teachers' Attitude Toward Inclusive Classrooms (STATIC). The results of both simple linear regression analyses determined that neither the TSES nor the STATIC were found to be significant predictors of the change in Ohio Academic Achievement (OAA) reading test scores during the 2012-2013 school years. The results of this study added to the knowledge base of the field by examining the predictive relationship between teacher perceptions of their self-efficacy, attitudes, and regarding inclusion and the reading achievement of special education students that have been included in a general education classroom for reading instruction.
Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 576
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 764
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Edna Knighten Smit
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 264
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 952
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Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 524
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Author: Gina M. Pink
Publisher:
ISBN:
Category : Gifted children
Languages : en
Pages : 278
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