The Effect of Intensive Reading Instruction on the Reading Achievement of Low Socio-economic Elementary Students in a Rural Tennessee School System PDF Download
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Author: Laura Jean Shuler Smedley
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 107
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Book Description
Author: Laura Jean Shuler Smedley
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 107
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 618
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 620
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Book Description
Author: University of Tennessee, Knoxville. Graduate School
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 744
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Book Description
Author: Jennifer Murray
Publisher:
ISBN:
Category : Low-income students
Languages : en
Pages : 98
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Book Description
This study examined teachers' perceptions of the impact of poverty on learning to read and the practices that were utilized to successfully close the reading achievement gap with low socioeconomic students in elementary schools. One hundred nineteen teachers, kindergarten through sixth grades, participated in this study. Data were collected with an online survey and open-ended questions completed by 119 participants, as well as, interviews conducted by a research assistant with five participants. This study identified: (1) teachers' perceptions on how poverty affects learning in reading in grades K-6; (2) instructional strategies that work best to teach reading and support students from low socioeconomic backgrounds; and (3) practices, other than instructional, that are successful in improving reading performance and supporting students from low socioeconomic backgrounds. The results suggested that the participating teachers agreed that poverty affected students' achievement in reading and caused deficits in their learning starting at an early age. Furthermore, the results of the study revealed that teacher participants believed that smaller instructional groups, more resources, increased parent involvement, and parental education positively influenced low socioeconomic students' reading achievement. The study also recognized other strategies that teachers perceived helped in closing the reading achievement gap in elementary students. Finally, the findings from this research revealed that teachers recognized the causes of the achievement gap and specific efforts that could assist in shrinking the gap for students living in poverty.
Author: Rosalind Horowitz
Publisher: Routledge
ISBN: 1317699726
Category : Language Arts & Disciplines
Languages : en
Pages : 399
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Book Description
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Author: Amy Vickers Larkey
Publisher:
ISBN:
Category : Problem children
Languages : en
Pages : 116
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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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1006
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Book Description
Author: Anthony S. Bryk
Publisher: Harvard Education Press
ISBN: 161250793X
Category : Education
Languages : en
Pages : 309
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Book Description
As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
