Effects of Prekindergarten Attendance on Boys and Girls Standardized Reading Achievement Scores in Third and Fifth Grade

2021 ◽  
Author(s):  
Jennifer Lynn Sugra
Keyword(s):  
Reading Achievement ◽  
Fifth Grade ◽  
Achievement Scores

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

EFFECTS OF OUT-OF-LEVEL SURVEY TESTING ON READING ACHIEVEMENT SCORES OF TITLE I, ESEA STUDENTS

1977 ◽  
Vol 14 (3) ◽  
pp. 203-213 ◽  
Author(s):  
JOHN V. LONG ◽  
JEROME A. SCHAFFRAN ◽  
THEODORE M. KELLOGG
Keyword(s):  
Reading Achievement ◽  
Title I ◽  
Achievement Scores

scholarly journals The impact of Home Languange and Home Resources on Reading Achievement in ten-years-olds in Norway, PIRLS 2016

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Olaug Strand ◽  
Knut Schwippert
Keyword(s):  
Reading Achievement ◽  
Language Learning ◽  
First Language ◽  
Literacy Skills ◽  
Home Language ◽  
Fifth Grade ◽  
Relative Contribution ◽  
Using Data ◽  
Additional Support ◽  
The Impact

The aim of the current study was to examine the associations between a child’s home language, home resources for learning to read and reading achievement. Whereas the role of a child’s first language in second language learning and literacy skills has shown contradictory results, there is an established body of empirical evidence documenting the relationship between home resources and academic achievement. The study was conducted to extend existing knowledge on the relative contribution of home language and home resources on reading achievement. Using data from the Norwegian participation in Progress in International Reading Literacy Study (PIRLS) 2016, fifth grade, mean age 10.8 years (n = 4232), regression analysis reveals, overall, that home resources is more strongly related to reading achievement than a child’s home language. In the search for extended knowledge about the complex mechanisms behind achievement differences, we argue that several factors in addition to home language need to be considered, so that any initiative that is identified as effective to compensate for diversity will be beneficial for all students who need additional support in their reading development.

Prediction of First-Grade Reading Achievement from Performance on Perceptual Tests in Kindergarten

1976 ◽  
Vol 42 (2) ◽  
pp. 571-574 ◽  
Author(s):  
David H. Warren ◽  
Mel H. Widawski ◽  
Linda J. Anooshian
Keyword(s):  
Reading Achievement ◽  
Test Scores ◽  
First Graders ◽  
First Grade ◽  
Reading Scores ◽  
Reading Failure ◽  
Achievement Scores ◽  
Perceptual Test ◽  
Perceptual Abilities ◽  
Predictive Formulas

A battery of 8 tests of visual-auditory integrative and simple perceptual abilities was administered to 100 kindergarteners and 100 first graders. From the pattern of relationships between the perceptual test scores and reading achievement scores for the first graders, predictive formulas were designed to identify kindergarteners who were high risks for reading failure. Reading scores were obtained a year later (in first grade) for the original kindergarteners, and the predictions were evaluated against these reading scores. A substantial success rate was found for the predictions.

scholarly journals School Climate Indicators and Academic Achievement: An Investigation of Vulnerable Subgroups

2021 ◽  
Author(s):  
◽  
Nona Richard
Keyword(s):  
Academic Achievement ◽  
African American ◽  
School Climate ◽  
Economically Disadvantaged ◽  
Fifth Grade ◽  
Achievement Scores ◽  
Social Emotional ◽  
High Expectations ◽  
Fifth Grade Students ◽  
Climate Indicators

The purpose of this research was to explore the relationships between fifth grade students' perceptions of three school climate indicators as measured on the California Healthy Kids Survey (CHKSS) and their academic achievement as measured by the California Assessment of Student Performance and Progress Smarter Balanced Assessment in English Language Arts (ELA). Students' CHKSS and ELA achievement scores were obtained from ninety-nine K-5 elementary schools in the San Diego Unified School District. Although this study was informed by 6,670 fifth-grade students, the unit of analysis was schools. Students' individual responses to the CHKSS and ELA achievement scores are confidential; this study examined correlations using the collective data of the fifth-grade students in various subgroups at each of the elementary schools to preserve student privacy.Students' perceptions of school climate were recorded in the following three domains: high expectations, caring adult relationships and social emotional supports. In addition, for each school in the study, the percentages of fifth-grade students in specific racial/ethnic subgroups (African American, Asian, Hispanic and White) and the percentages of students who were English Learners and/or economically disadvantaged were calculated for each fifth-grade population at the ninety-nine schools. These sub-groups were purposely chosen for investigation because they represent typically vulnerable populations with available achievement data. It was determined that there exists a moderate, significant correlation between fifth-grade students' perceptions of adults' high expectations and academic achievement for all students. In addition, a small, significant relationship was found between fifth-grade students' perceptions of adult caring relationships and academic achievement. Furthermore, there existed small, significant relationships between high expectations and caring adult relationships specifically for Hispanic and economically disadvantaged subgroups. No significant relationships were determined between the three school climate indicators and the African American, Asian and White student subgroups. An ancillary analysis was conducted when nine schools were removed from the study sample because the percentage of fifth-graders at these schools who had taken the CHKSS was less than 40%. In this analysis, a large and significant interaction was found between African American students who meet or exceed ELA achievement standards and their perceptions of whether adults at their schools have high expectations for them. In general, for all fifth-grade students at all school sites, the greater students felt that adults on their campus held high expectations for them and had caring relationships toward them, the greater the schools' overall ELA achievement scores. This is special true for students who are African American, Hispanic and economically disadvantaged. On the other hand, no relationship was found between social emotional supports and any student group. The study includes a discussion of these findings, including a conclusion and recommendations which emphasize that educational parity for vulnerable students requires teachers to provide the instruction and support that enable students to reach the highest levels.

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