A Study of the Relationship Between Crossed Dominance at Kindergarten Level and Reading Achievement at Third Grade Level PDF Download
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Author: Florence Deming Magleby
Publisher:
ISBN:
Category : Laterality
Languages : en
Pages : 106
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Book Description
Author: Florence Deming Magleby
Publisher:
ISBN:
Category : Laterality
Languages : en
Pages : 106
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 764
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Book Description
Abstracts of dissertations and monographs in microform.
Author: Margaret Conley (Sister, O.S.F.)
Publisher:
ISBN:
Category : Cerebral dominance
Languages : en
Pages : 48
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Book Description
The present study was undertaken to investigate available evidence which may contribute toward a better understanding of the relationship between differing dominance patterns and reading achievement. This investigation is in regard to the following question: Will fourth grade children who had crossed-dominance in grade two have lower reading scores than those who developed a preferred dominance by grade two? The purpose of this study is to make a further attempt to investigate possible answers to this inquiry. Location was St. Bartholomew School (Columbus, OH).
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 852
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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:
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ISBN:
Category :
Languages : en
Pages : 2124
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Author:
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ISBN:
Category : Education
Languages : en
Pages : 792
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Author: Arnulfo G. Ramirez
Publisher: State University of New York Press
ISBN: 1438416822
Category : Education
Languages : en
Pages : 294
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Book Description
Bilingualism Through Schooling is a comprehensive survey of bilingual education. It shows how bilingual schooling can have a double impact by providing students with functional second-language competence, and also contributing to their deeper understanding of culture and history. Concerned with both ethnolinguistic minority children and majority, English-speaking pupils, the book approaches bilingualism from a variety of perspectives—linguistic, psychological, and socio-cultural. Among the many topics discussed are: goals and consequences of bilingualism, sociolinguistic contexts, language attitudes, and proficiency assessment. Ramirez explores the various types of programs and techniques used to facilitate second-language acquisition and also provides guidelines for the preparation and certification of bilingual instructors. Bibliographies are included.
Author: Michael L. Kamil
Publisher: Routledge
ISBN: 1135688966
Category : Reading
Languages : en
Pages : 1025
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Book Description
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
