Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download School Based Factors Perceived To Impact Successful Student Outcomes On Ohios Third Grade Reading Achievement Assessment PDF full book. Access full book title School Based Factors Perceived To Impact Successful Student Outcomes On Ohios Third Grade Reading Achievement Assessment.
| Author | : Cherie D. Jennings Crabtree |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Gabrielle Domka |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : Dyslexic children |
| ISBN | : |
The purpose of this study is to assess factors that impact dyslexic students' performance on the Ohio Third Grade Reading Guarantee. This information will be used to identify opportunities for improvement. According to the University of Michigan (2017), it is estimated that between 70 and 80% of people with literacy concerns have dyslexia, which equates to about 5-10% of the total population. The pervasiveness of dyslexia and its impact on society mandates the need for research that creates opportunities for continuous improvement of childhood literacy. The research metholodogy used consisted of interviews with reading specialists from Cincinnati Public Schools. This qualitative information was analyzed and compared with quantitative literacy achievement data that was available from public sites. The research identified that Cincinnati Public School reading specialists were confronted with a broad range of literacy issues and that dyslexia, while present, was overshadowed by more basic literacy challenges. Furthermore, while the Third Grade Reading Guarantee is an effective measure for literacy achievement and accountability, it does not necessarily mobilize the necessary resources in the right manner help address address more fundamental literacy issues. Specific recommendations included changing the emphasis from a milestone based third grade measure against the norm toward measuring progress from kindergarten through third grade. This would be supported by an increase in reading specialist resources and professional development and shifting reading specialist's focus toward kindergarten and first grade. The ramifications of literacy issues are too significant not to take further action.--(from page i)
| Author | : Deborah Piotrowski |
| Publisher | : |
| Total Pages | : 125 |
| Release | : 2010 |
| Genre | : Educational tests and measurements |
| ISBN | : 9781124690735 |
This study investigates whether gender and kindergarten entrance age affect students' achievement on the Ohio Third Grade Reading Achievement Assessment. More specifically, this study investigates whether kindergarten children with late birthdays (after July 1) and who reside in northwest Ohio score lower on the literacy component of the Ohio Third Grade Reading Achievement Assessment than their older peers with birthdays prior to July 1. The sample for this study is composed of 2,296 third-grade students who attended schools within 10 different school districts in rural northwest Ohio over a three-year period (2007, 2008, and 2009). The sample data consisted of total reading scores, birth dates and gender of the students in the sample. Analysis of the data was conducted using two statistical models: simple linear regression analysis, a series of two-sample t-tests, and a General Linear Model. Overall, the results of the regression analyses indicated a slight negative correlation (not statistically significant) between the age at kindergarten entrance and reading achievement scores, suggesting that the reading iv achievement scores for both boys and girls decreases as their age at kindergarten increases. Based on the t-test results, it can be concluded that there is no significant difference in the scores between boys with birthdays after July 1 and girls with birthdays after July 1 on the Ohio Third Grade Reading Achievement Assessment. The General Linear Model analysis indicated there were significant differences between the participating districts.
| Author | : Juddson W. Starling |
| Publisher | : |
| Total Pages | : 104 |
| Release | : 2009 |
| Genre | : Educational tests and measurements |
| ISBN | : |
This dissertation examined the effects of teacher stability on student achievement as measured by the North Carolina end-of-grade tests in reading and mathematics for third grade students. The perceptions of third grade teachers and elementary school principals concerning issues with teacher stability were also examined. Accountability for public schools in North Carolina has driven educators to find ways to increase student achievement. Teacher stability is a variable that can be controlled by educators in an attempt to increase student achievement. -- The writer gathered test data from a school district in the central piedmont area of North Carolina (p. 28) and analyzed test scores by the number of years that a teacher had taught third grade in a school. The levels of stability were measured by the teaching of third grade in a school for three years, more than three years, or less than three years. Surveys were also given to third grade teachers and elementary school principals to measure their perceptions of the effects of teacher stability on student achievement and on the school as a whole. -- Analysis of the data revealed that there was a positive difference in the mean scale scores on both the reading and mathematic end-of-grade tests when teacher stability was considered. The analysis of the survey data showed that both third grade teachers and elementary school principals perceived that teacher stability was a factor in student achievement and had a positive impact on school culture and climate.
| Author | : |
| Publisher | : |
| Total Pages | : 358 |
| Release | : 1999-10 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 1208 |
| Release | : 1974 |
| Genre | : Education |
| ISBN | : |
| Author | : Michelle L. Goldberg |
| Publisher | : |
| Total Pages | : 200 |
| Release | : 2009 |
| Genre | : Academic achievement |
| ISBN | : |
The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group. Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
| Author | : Windy Dorsey |
| Publisher | : |
| Total Pages | : 250 |
| Release | : 2016 |
| Genre | : McGraw-Hill Reading Wonders |
| ISBN | : |
A student’s ability to acquire reading skills plays a critical role in ensuring a student’s success in life. Therefore, students reading below grade level can be cause for alarm. Students who attended third grade in a Title I school district demonstrated a lack of proficiency in balanced reading based on formative and summative assessments. As a result, the district adopted a reading basal program in 2013; however, the effectiveness of the program on third-grade students’ achievement had not been examined. This convergent parallel mixed-method study sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders. Significant differences were observed when a paired sample t test measured progress on the Reading 3D composite, Text Reading Comprehension, and North Carolina Beginning of Grade/North Carolina End of Grade from the beginning of the year to the end of year. Responses from a teacher survey and interviews provided descriptive quantitative and qualitative data that revealed teacher perceptions of McGraw-Hill Reading Wonders basal program and the impact on student achievement. Qualitative responses were reviewed and analyzed for common themes. The overall findings suggest that McGraw-Hill Reading Wonders had a positive effect on student reading achievement. The findings of this study can be used to help educators make data-driven decisions about utilization of balanced reading programs in the classroom.
| Author | : |
| Publisher | : |
| Total Pages | : 634 |
| Release | : 2009 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : Sherron N. Brown |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2014 |
| Genre | : Academic achievement |
| ISBN | : |
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
