The Effect of Whole Language Versus Traditional Basal Reading Instruction on Fifth Grade Students' Reading Achievement PDF Download
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Author: Mary Hellen Johnson
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 94
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Book Description
Author: Mary Hellen Johnson
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 94
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Book Description
Author: Angie Marie Artis
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 282
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Author: Janice L. Holmes
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 84
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 630
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Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 524
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Book Description
Author: Teneshlia Chennis (T.)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 106
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Book Description
The purpose of this quantitative casual-comparative research was to provide educators data pertaining to reading and the influence of classroom instructional setting on reading test scores. This study investigated if learning in a departmentalized instructional setting had a subsequent positive effect on fifth grade students’ reading achievement as measured by the 2015 Virginia Standards of Learning Assessment, as opposed to fifth grade students who were exposed to a traditional instructional setting. Data was collected from the accountability office of the selected school district. Fifth grade students in a departmentalized or traditional regular education classroom participated in this study. The convenience sampling of 737 students were from grade K-5, non-Title I elementary schools in the suburban area of the school district. An analysis of covariance (ANCOVA) was conducted to determine if there was a statistically significant difference between mean reading scale scores of fifth grade students who were taught using different instructional settings while controlling for prior achievement. The statistical analysis of this study showed no significant difference in reading achievement scores between students taught in a traditional or departmentalized instructional setting. Therefore, recommendations for further research were provided.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 952
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Book Description
Author: Robert Bruce Rutherford
Publisher: Guilford Press
ISBN: 1593854714
Category : Education
Languages : en
Pages : 642
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Book Description
Brinig together leading reserachers, this book integrates current knowledge on emotional and behavioral disorders in the school setting. Reviewed are a range of evidence-based approaches to identifying, assessing, and intervening with this difficult-to-teach population. School practitioners and educators gain essential tools for developing and evaluating programs to improve student behvior, boost self-control and social skills, and maximize academic achievement. Findings on early intervention and prevention are presented, and inplications for policy discussed. Broad in coverage, the volume also empasizes the importance of interdisciplinary collaboration in service provision and delineates best-practice guidelines for research.
