首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 140 毫秒
1.
Abstract

This study investigated the effects of using Irlen coloured overlays on reading rate, accuracy, fluency and comprehension under regular class conditions, with class teachers instigating the study and conducting the assessment. All subjects in grade 3 at Whitney and McKinley Elementary schools were screened for symptoms of Irlen syndrome, with 31 subjects identified at Whitney and 40 subjects identified at McKinley. The effects on reading achievement were investigated under conditions of immediate use and delayed use, with one group (Whitney) provided optimum coloured overlays for 3 months and the other group (McKinley) delayed treatment for 3 months. The effects were then assessed for a further three months with both groups.

After three months of use of overlays, the Whitney group demonstrated a significant improvement in reading achievement with mean gains in grade equivalence scores of between 1 year 2 months and 1 year 7 months. However, between the three to six month period of use, the gains for the Whitney group reached a plateau, with no significant improvement in reading achievement. The McKinley group had negligible gains in reading achievement during the first 3 months without the use of overlays, but significant gains during the 3 month to 6 month phase with the use of overlays, which ranged from 1 year 8 months to 2 years 8 months. It was suggested that the reported reduction in print and background distortions may improve accuracy of word recognition and allow attention to be directed more to the meaning of what is being read than to word recognition thus enhancing reading comprehension. The plateau effect identified for the Whitney group between 3 and 6 months could be related to the fact that after 3 months of overlay use, many students had reached grade level in reading achievement.  相似文献   

2.
Abstract

The purpose of the paper is to provide support for the notion that having teachers making predictions about reading achievement gains has positive educational benefits. A comparison of the mean gain scores over a six year period for elementary school children in a remedial reading program indicated that greater gains were made in the years teachers made predictions. The results suggest that when teachers make predictions they carefully assess the academic strengths and weaknesses of each child. This assessment, combined with the selection of an appropriate instructional strategy, results in educational benefits for the students.  相似文献   

3.
Abstract

In this investigation we report two studies of the school behavior adjustment status of two groups of middle school‐age boys—an antisocial group (N = 39) and an at‐risk control group (N = 41). In study one, we compared the two groups on a series of behavioral measures across grades five, six, and seven that included (1) teacher ratings of social skills, (2) classroom observations, (3) playground observations, and (4) school archival records. Results indicated extremely problematic behavioral profiles for the antisocial subjects and much more favorable profiles for the at‐risk control students. The behavioral profiles for the two groups appeared to be quite consistent and stable across the middle school years with the exception that several variables (social skills ratings, attendance, math achievement, and school discipline contacts) tended to show gradually increasing negative trends for the antisocial subjects. In the second study, we used a series of selected fifth‐grade variables, derived from the four major clusters of study measures, as predictors in regression analyses of subjects' status on a series of seventh‐grade criterion measures of school success or failure. The criterion measures predicted in these analyses were reading and math achievement, school discipline contacts, attendance, and time spent within a nonregular classroom. There were low multiple Rs for reading achievement and time spent in a nonregular classroom setting. The multiple Rs for math achievement, school discipline contacts, and attendance were moderate to moderately high.  相似文献   

4.
ABSTRACT

This study examined the role of teacher expectations in the emerging gender gaps in reading and mathematics in the first year of schooling. Therefore, we first investigated whether boys and girls differ in their vulnerability to teacher expectancy effects. Second, we analysed whether gender-specific effects of teacher expectations contribute to gender achievement gaps. Our analyses were based on 1,025 first-grade students in Germany. Among the majority of the students, boys and girls did not differ in their vulnerability to teacher expectancy effects. Further analyses examined a subgroup of students who were targets of relatively strong teacher expectation bias and who showed unexpectedly high or low achievement gains. In this specific subgroup, girls’ mathematics achievement was more adversely affected by negatively biased expectations and benefitted less from positive bias than boys’ achievement. Mediation analyses revealed that teacher expectation bias did not substantially contribute to gender gaps in reading or mathematics.  相似文献   

5.
Abstract

This study examined the causal relationships between three measures of reading achievement: phonics, reading comprehension, and vocabulary. Measures were obtained from 504 second-grade students at the beginning and end of the school year. A causal relationship was indicated if change in one of the three variables measured at the beginning of the year tended to precede change in the other variables measured at the end of the year. A cross-lagged panel analysis was used to test for such a pattern between the three variables. The findings indicate that phonics knowledge has a causal impact on both reading comprehension and vocabulary gains; reading comprehension has a causal effect on vocabulary gains. Further analysis of the data, using a path analysis model, verified these causal relationships. A second set of data obtained from 1,585 second-grade students at the beginning and end of another school year were used to examine these causal relationships once more. Path analysis findings again verified the relationships found in the first set of data. We concluded that phonics instruction designed to help students recognize the consistent graphophonic patterns in the English language should be emphasized in early elementary-grade reading instruction. We also determined that children’s early reading experiences should be “comprehension focused”; that is, children should be encouraged to make sense out of what they read. Additional research is suggested on the causal relationship between these variables using other assessment instruments, on the causal relationship between other reading variables, and on the relationship of these variables at higher grade levels.  相似文献   

6.
Abstract

A total of 256 black and 3009 white sophomore students in the four large Georgia universities were studied with regard to their reading test scores obtained during the 1982-83 Georgia Regents' Testing Program. Classification analyses showed that white students scored significantly higher on the reading subtests as well as apposite aptitude/achievement variables. The overlap of black and white student score distributions was consistent, though insignificant, on the aptitude/achievement variables as well as the reading subtests. The extant overlap, however, was significantly greater for black students on the reading subtests than with the aptitude/achievement variables, and these results were similar to those obtained with white students. Further, with the reading subtests, approximately 41% of the black students were misclassified as white students, while only 26% of the white students were misclassified as black students, and this difference in overlap was statistically significant. The study was regarded, to a limited extent, as a cohort extension of the NAEP studies and the results were compared to those findings.  相似文献   

7.
Abstract

We compared achievement gains of mildly handicapped and nonhandicapped third graders in a full‐time integrated program, Team Approach to Mastery (TAM), with gains of similar students in regular classrooms and resource‐room programs. Comparisons of residualized gain scores on the Comprehensive Test of Basic Skills showed that nonhandicapped students made substantially greater gains in full‐time integrated TAM classrooms than both mildly handicapped students in the same classrooms and nonhandicapped students in regular classrooms. Although mildly handicapped students in integrated TAM classrooms tended to experience greater gains than students in resource rooms, differences were significant only in math. Overall, results indicated the effectiveness of the TAM model, particularly when achievement gains of nonhandicapped and mildly handicapped students are contrasted with those reported in a more popular, and complex, integrated classroom model.  相似文献   

8.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

9.
Orellana  Pelusa  Melo  Carolina  Baldwin  Paula  De Julio  Samuel  Pezoa  José 《Reading and writing》2020,33(10):2437-2458

This study examined the role of reading motivation in reading comprehension achievement of 1070 Chilean third, fourth, and fifth-grade students enrolled in public and private schools. Students were assessed in Spanish reading comprehension and were administered the Motivation to Read Profile from Gambrell, Palmer, Codling and Mazzoni (1996), at the beginning and end of the school year. Results showed that motivation to read at the beginning of the school year was significantly associated with gains in reading comprehension skills. When disaggregating motivation into self-concept and value of reading, only self-concept of reading significantly predicted gains in reading comprehension. Moderation analyses showed that students that started the year with lower reading comprehension and higher motivation to read, had significantly better reading comprehension at the end of the school year, than their peers who started with lower reading motivation. The pedagogical implications are discussed.

  相似文献   

10.
A multiple baseline research design across subjects (pairs) was used to examine the effectiveness of peer tutoring in reading using the Pause, Prompt and Praise tutoring procedure. Twelve 11 year‐old, Year 6 students of varying reading ability were trained in the systematic use of delayed attention, prompting and praise to tutor 12 Year 6 students of a similar age and similar reading ability. Individual trends in tutor behaviours were examined using a statistical programme specifically designed for analysing data from interrupted time series research designs. A one‐tailed t‐test was also computed to test for significant differences in pre‐ and post‐test means in reading achievement. Continuous data collection throughout the programme indicated that all peers were effective in increasing their use of the tutoring behaviours; not all tutors experienced statistically significant increases, however. Both peer tutors and tutees made statistically significant gains in reading accuracy and comprehension over the course of the intervention.  相似文献   

11.
ABSTRACT

As part of a study of the life‐cycle of inner‐city schools, the achievement of elementary school students (on MAT6 and TEAMS tests) who had teachers trained in a classroom management program in one school were compared with students in a comparison school during a four‐year period. Students at Madison Elementary School showed statistically greater achievement gains on both nationally normed achievement tests (MAT6) and on state criterion‐referenced achievement battery than students at the comparison school in each of three years. The overall effect size due to program treatment on the MAT6 test scores was large, ranging from .43 (1986–87) and .83 (1987–88) during intervention to .73 (1988–89) after intervention. Similar results were found in the TEAMS test associated with the program intervention with overall effect size of 1.02 (1987–88) and .78 (1988–89) in mathematics, .68 and .77 in reading, and .59 and .77 in writing for the respective years. On measures of learning environment, in a post hoc analysis (1990–91), students at Madison perceived their environment to be significantly more positive than comparison students. Teacher and principal interviews during and after the intervention periods provided contextual guidance for the findings.  相似文献   

12.
Abstract

A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook reading context. A total of 324 EL students representing 24 home languages and averaging in the 10th percentile in receptive vocabulary completed the study (Connections n = 163 in 75 small groups; IBR n = 161 in 72 IBR small groups). Although small groups in both conditions made significant immediate gains across all measures, Connections students made significantly greater gains in reading vocabulary and decoding (d =.64 and.45, respectively). At first-grade follow-up, longer-term gains were again greater for Connections students, but with smaller effect sizes (d =.29 and.27, respectively). Results indicate that explicit Connections instruction features designed to build semantic, orthographic, and phonological connections for word learning were effective for improving proximal reading vocabulary and general decoding; however, increases in root word reading vocabulary did not transfer to general vocabulary knowledge.  相似文献   

13.
Abstract

The study investigated the effect of two testing approaches on informational achievement in a technical industrial education course. Two equated groups of students were administered either a high difficulty or low difficulty form of unit achievement examinations which served as the experimental factor. Informational achievement was measured by pretest-posttest gain of each testing approach. Comparisons were made (1) between the total populations of the treatment groups, (2) of the ability levels between the treatments, and (3) of the ability levels within each treatment. The findings revealed that while significant gains were found in the informational achievement of both groups, the gains associated with the “low difficulty testing approach” were significantly higher than those of the “high difficulty testing approach.”  相似文献   

14.
Abstract

In phases one and two, 954 second graders followed similar basal reading programs during the school year, but 534 of the pupils had added, as a criterion variable, the SRA Reading Laboratory. Difference-in-mean tests of significance were applied to gains made in the areas of ten diagnostic subtests in phase one, and in phase two to gains made by three ability groups in three gross achievement areas. Eighteen classes participated in phase three to test by analysis of variance the effectiveness of the Laboratory as a total program. The study failed to disclose a single facet of reading achievement at Grade 2 for which the SRA Reading Laboratory is better suited than is a regular developmental program.  相似文献   

15.
ABSTRACT

Research on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction.  相似文献   

16.
Summaries

English

The development of series of audio‐tutorial units for biological education at junior high school level is described. The effectiveness of these units was tested with students from a Kibbutz school and found to produce higher achievement than a ‘normal’ teaching approach, based on the BSCS Yellow Version (Israeli adaptation) materials. The audio‐tutorial method led to a particularly high achievement gain in the case of girls. The achievement gains resulting from the audio‐tutorial approach are explained in terms of the motivational effect of this method on students.  相似文献   

17.
ABSTRACT

This study examined the effects of Reading Recovery on children's motivational levels, and how motivation may contribute to the effect of the intervention on literacy achievement. Prior studies concluded that Reading Recovery was positively associated with increased student motivation levels, but most of those studies were limited methodologically. The achievement and motivation levels before and after the intervention of Reading Recovery students and similarly low-performing first-grade students were compared using structural equation modeling. It was found that Reading Recovery had a .31 treatment effect on achievement after controlling for baseline achievement and motivational differences among the treatment and comparison students. Reading Recovery also was associated with greater average levels of posttest motivation, and motivation was found to mediate the treatment-achievement relationship. This study highlights how important it is for early reading interventions to consider the role motivation plays in literacy acquisition.  相似文献   

18.
Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.  相似文献   

19.
This study elaborates the “what works?” question by exploring the effects of variability in program implementation quality on achievement. Particularly, the effects on achievement of computerized assessment of reading were investigated, analyzing data on 51,000 students in Grades 1 – 12 who read over 3 million books. When minimum implementation quality criteria were met, the positive effect of computerized assessment was higher in the earlier grades and for lower achievement students. Implementation quality tended to decline at higher grade levels. With higher implementation quality, reading achievement gains were higher for students of all levels of achievement and across all grades, but especially in the higher grades. Very high gains and effect sizes were evident with very high implementation quality, particularly in Grades 1 – 4. Implications for practice, the interpretation of research, and policy are noted.  相似文献   

20.
  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号