Teacher gender, and expectation of reading achievement in New Zealand elementary school students: essentially a barrier?

2017 ◽  
Vol 31 (8) ◽  
pp. 1000-1019 ◽  
Author(s):  
Penelope W. St. J. Watson ◽  
Christine M. Rubie-Davies ◽  
Kane Meissel ◽  
Elizabeth R. Peterson ◽  
Annaline Flint ◽  
...  
Keyword(s):  
Elementary School ◽  
New Zealand ◽  
Reading Achievement ◽  
Elementary School Students ◽  
School Students ◽  
Teacher Gender

scholarly journals The Importance of Memory and Integration Factors to Oral Reading Ability

1970 ◽  
Vol 3 (1) ◽  
pp. 51-59
Author(s):  
Leo V. Rodenborn
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
Elementary School Students ◽  
Oral Reading ◽  
Reading Ability ◽  
Auditory Memory ◽  
School Students ◽  
Visual Integration ◽  
Mental Age ◽  
Mental Maturity

One-hundred and eighty randomly selected elementary school students, stratified to include an equal number of boys and girls at each of the six levels and each scoring within 1 SD for the total IQ Mental Maturity, were tested to gain an estimate of the reliability of the three constructed tests (in the areas of auditory memory, visual and auditory-visual integration [AVI]). Findings of the study highlighted the value of mental age as a predictor of reading achievement. Mental age-was found to be (I) linearly related to AVI and (2) a predictor of reading achievement whose efficiency is not increased considerably by the addition of selected auditory factors.

Multi-Site Comparison of the Effects of Success for all on Reading Achievement

1996 ◽  
Vol 28 (3) ◽  
pp. 329-353 ◽  
Author(s):  
Lana J. Smith ◽  
Steven M. Ross ◽  
Jason Casey
Keyword(s):  
Elementary School ◽  
School District ◽  
Reading Achievement ◽  
Experimental Design ◽  
Elementary School Students ◽  
Success For All ◽  
School Students ◽  
Research Framework ◽  
Quasi Experimental ◽  
Over Time

This study investigated the effects of the Success for All (sfa) program on elementary school students' reading achievement in 4 cities. The purpose was to conduct an independent examination of the program's effectiveness separate from the program's developers and from the school district in which it was first implemented. The research framework employed a pretest-posttest quasi-experimental design with nonequivalent but systematically matched groups. Results indicated greater achievement for students in sfa classes at 3 of the sites, especially for students achieving below the 25th percentile, relative to students in control classrooms at all 4 sites. However, sfa effects were not as strong and consistent as those obtained in the original studies. This research suggests that sfa can be implemented in sites geographically removed from the developers and apart from their direct supervision, but that continual monitoring and support of the program's quality is needed to ensure success over time.

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