Examining the Effects of Three Reading Tasks on Elementary Students' Reading Performance 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 Examining the Effects of Three Reading Tasks on Elementary Students' Reading Performance PDF full book. Access full book title Examining the Effects of Three Reading Tasks on Elementary Students' Reading Performance by Erica Suzanne Lembke. Download full books in PDF and EPUB format.
Author: Erica Suzanne Lembke
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
Get Book Here
Book Description
Author: Erica Suzanne Lembke
Publisher:
ISBN:
Category :
Languages : en
Pages : 256
Get Book Here
Book Description
Author: Edmund Burke Huey
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 502
Get Book Here
Book Description
Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 710
Get Book Here
Book Description
Author: Feridun Oral
Publisher: Astra Publishing House
ISBN: 9888341294
Category : Juvenile Fiction
Languages : en
Pages : 32
Get Book Here
Book Description
This classic holiday book about a mouse and his friends makes a perfect gift for boys and girls 3 - 5 years old. One cold winter morning Little Mouse ventures out in search of enough firewood to heat his nest. But when he tries to drag his pile home, he realizes everything he’s gathered is much too heavy for him. Maybe his friends can help out, but they’d better hurry, because there’s a blizzard on the way. If they can find a way to work together and keep each other safe, maybe they can all have the warm winter they've been hoping for. This beautifully illustrated picture book shows the power of friendship, persistence–and a little luck–to make our dreams come true. This is a winter story that will warm your heart.
Author: Lauren Leslie
Publisher: Allyn & Bacon
ISBN: 9780321037862
Category : Education
Languages : en
Pages : 466
Get Book Here
Book Description
"New Features: clear examples are given on how to use QRI-3 in reading intervention and testing to demonstrate student growth; two new diagnostic options are illustrated to help teachers assess students' reading levels; new high school passages - representing typical text found in literature, social studies, and science texts - are included, aiding teachers in assessing struggling readers at the secondary level; numerous passages have been added for pre-primer to grade 3 levels."--BOOK JACKET.
Author: Marlon Demetrius King
Publisher:
ISBN:
Category :
Languages : en
Pages : 102
Get Book Here
Book Description
The purpose of this quantitative study was to examine the effects of the Response to Intervention Three Tier Model on third graders' reading achievement. Two hundred forty-three students participated in this study. Students were from an elementary school in the southeastern region of the United States. The data on the students was collected through V-Port database, a database supported by Cambium Learning Group. Of the three groups engaged in Response to Intervention, data analysis revealed that there was a significant difference between group one, benchmark students and group two, emerging students who received intervention, while no significant difference existed when comparing group one or group two to group three. Also, data revealed that there was no significance in the relationship between the teachers or teacher's assistants when observing words-per-minute gain categories. The author suggests recommendations and areas for further study of Response to Intervention.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 1118712307
Category : Psychology
Languages : en
Pages : 922
Get Book Here
Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Tamela Min Scharnagl
Publisher:
ISBN: 9780496026425
Category :
Languages : en
Pages : 58
Get Book Here
Book Description
Standardized assessments are becoming more popular in education due to an increased focus on accountability. Controversy arises about how to improve the reading achievement of elementary school students. the federal government is mandating that standardized test scores be improved and that teachers be held accountable for their students' results. According to the National Assessment of Educational Progress (NAEP), forty percent of fourth grade students have been performing below basic on standardized tests in reading for the last forty years. From year to year, little or no change has been noted in reading achievement. In this study, the relationship between reading achievement of low-performing third-grade students and the addition of test-taking skills to curricular instruction was examined. the purpose of this experimental study was to test the theory that an increase in standardized reading test scores from pretest to posttest of students who received additional instruction on test-taking skills would be significantly higher than those of students who did not receive additional instruction on test-taking skills. the study was conducted at a rural elementary school on the southeast coast of Georgia, using fifteen third-grade students in both the experimental group (those who were administered the additional skills) and in the control group (those who received no additional skills). the independent variables were the pretest score and the experimental indicator (whether or not they were members of the experimental group). the dependent variable was the net change in test score from pretest to posttest. It was hypothesized that the standardized reading test scores from pretest to posttest of students who received additional instruction on test-taking skills would show statistically significant scores that were higher than those of students who did not receive the treatment effect. Quantitative analysis of the data through analysis of covariance (ANCOVA) indicated that such instruction showed statistically significant results in favor of the hypothesis. This study has implications for educators; administrators, and curriculum developers as a means to further comply with national educational directives as delineated in the No Child Left Behind Act.
Author:
Publisher:
ISBN:
Category : Metacognition in children
Languages : en
Pages : 452
Get Book Here
Book Description
