by P.K. Yonge Laboratory School, University of Florida in Gainesville .
Written in English
|Statement||by Mary Ganikos with Ruth Duncan and Stephen Sledjeski.|
|Series||Research monograph / P.K. Yonge Laboratory School -- 26|
|Contributions||Duncan, Ruth., Sledjeski, Stephen.|
reading achievement. The Report of the National Reading Panel(), for example, concluded, “The importance of vocabulary knowledge has long been recognized in the development of reading skills. As early as , researchers noted that growth in reading power relies on continuous growth in word knowledge” (pp. 4–15). Vocabulary or. Jan 25, · The authors discuss the complexity of factors that contribute to the gains of students on various achievement tests. Heller, J.I., Daehler, K.R., Wong, N., Shinohara, M., and Miratrix, L.W. (). Differential Effects of Three Professional Development Models on Teacher Knowledge and Student Achievement in Elementary Science [Abstract].Author: Vanessa Vega. Response to Intervention with Older Students with Reading Difficulties. Response to Intervention (RTI) is an approach to enhancing classroom instruction and systematically implementing more intensive interventions to meet the instructional needs of struggling judybwolfman.com by: Two types of students with reading problems that school psychologists and educators are likely to encounter are students with IQ-reading achievement discrepancies and students with a combination of low ability and low reading achievement. particularly for the upper elementary and secondary school teachers. Swank, P. R. (). Growth in.
The Struggling Reader The Brain and Reading. and choice in the selection of reading material can all improve reading achievement among students. In a study of 2, middle school students, Ivey and Broaddus () found that the students' favorite in-class activity was free reading time, during which students were allowed to read material. Mar 25, · Coaching is an essential component of an effective professional development program. Coaching can build will, skill, knowledge, and capacity because it can go where no other professional development has gone before: into the intellect, behaviors, practices, beliefs, values, and feelings of . INEQUALITY AND ACHIEVEMENT. The concentration of minority students in high-minority schools facilitates inequality. Nearly two-thirds of “minority” students attend predominantly minority schools, and one-third of black students attend intensely segregated schools (90% or more minority enrollment), most of which are in central cities (Schofield, , p. ).Cited by: School B has fewer high performers than School A, yet its lower-achieving students perform considerably better than those at School A do. Using only average scores, a district policy maker might conclude that School A is more effective than School B, even though a number of .
Students need a strong foundation in age-appropriate language to aid their comprehension and expression in the classroom and support them towards engaging with more complex language as they progress through school. For early elementary students who are learning to read, academic language can be taught via oral language instruction. student success is reduced when students feel hopeless or helpless. Research involving nearly 4, college freshmen revealed that the level of students’ optimism or hope for success during their first semester on campus is a more accurate predictor of their college grades than are their SAT scores or high school grade-point. positively impact student achievement has been a major focus of research. There is clear, documented evidence of of students have the literacy skills to cope with the demands of life beyond school in their careers and/or college. purposeful print and where students have access to reading, and creating, a wide range of texts. Effective. Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A IES has funded research on improving reading outcomes since through the National Center for Education Research (NCER) and since through the National Center for that like preschool and elementary school-age students with reading difficulties.