scholarly journals Orthographic Awareness through Orthographic Fast-Mapping of Children with Low-Reading-Achievement in Lower Grades in Elementary School

2019 ◽  
Vol 24 (4) ◽  
pp. 881-893
Author(s):  
A Reum Kim ◽  
Rowon Kang ◽  
Young Tae Kim
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
Fast Mapping ◽  
Orthographic Awareness

scholarly journals Achievement Gaps in the Wake of COVID-19

2021 ◽  
pp. 0013189X2110112
Author(s):  
Drew H. Bailey ◽  
Greg J. Duncan ◽  
Richard J. Murnane ◽  
Natalie Au Yeung
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Achievement Gap ◽  
Reading Achievement ◽  
Mental Models ◽  
Family Life ◽  
High Income ◽  
Achievement Gaps ◽  
Class Instruction

A survey targeting education researchers conducted in November 2020 provides forecasts of how much achievement gaps between low- and high-income students in U.S elementary schools will change as a result of COVID-related disruptions to in-class instruction and family life. Relative to a pre-COVID achievement gap of 1.00 SD, respondents’ median forecasts for the jump in the achievement gaps in elementary school by spring 2021 were large–a change from 1.00 to 1.30 and 1.25 SD for math and reading achievement. Forecasts were similar for 2022. Although forecasts were heterogeneous, respondents showed overwhelming consensus that gaps would grow. We discuss implications for strategies to reduce learning gaps exacerbated by the pandemic as well as the mental models researchers appear to employ in making their forecasts.

Teacher-Rated Reading Achievement and Social Acceptance among Elementary School Children

1982 ◽  
Vol 14 (2) ◽  
pp. 191-195 ◽  
Author(s):  
Patricia R. Crook ◽  
Jean Wallace Gillet ◽  
Herbert C. Richards
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
School Children ◽  
Elementary School Children ◽  
Social Acceptance
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