The Relationship Between Family Literacy Interactions And Third Grade Reading Achievement

This study developed a new survey of teachers’ knowledge about early reading and examined the effects of teachers’ knowledge on students’ reading achievement in Grades 1 to 3 in a large sample of Michigan schools. Using statistical models that controlled for teachers’ personal and professional characteristics, students’ prior reading achievement, and the clustering of high-knowledge teachers in schools and school districts with particular demographic composition, we found that the effects of teachers’ knowledge about early reading on students’ reading achievement were small. In 1st grade, students in classrooms headed by higher knowledge teachers performed better on year-end tests of reading comprehension but not word analysis. In 2nd and 3rd grades, the effects of teachers’ knowledge on either measure of students’ reading achievement were not statistically significant. Although the study suggests new forms of statistical analysis that might produce better estimates of the effects of teachers’ knowledge on students’ reading achievement, further research is needed to improve the conceptual and psychometric properties of measures of teachers’ knowledge of reading and to investigate the relation of their knowledge and their instructional practices.

The present study examined two hypotheses concerning developmental changes in the neuropsychological performance correlates of reading achievement. Hypothesis 1 predicted that measures of earlier developing skills important for beginning reading (sensorimotor-perceptual) contributed more to the variability in reading achievement when predicting from kindergarten performance to reading achievement in Grades 2 and 5. Hypothesis 2 predicted that measures of later developing skills important for more advanced phases of reading acquisition (verbal-conceptual) explained more of the variability in reading achievement when concurrent assessments of achievement and neuropsychological performance were made in Grade 5. Results based on repeat assessments on the same children over time were in agreement with these hypotheses. When predicting from kindergarten performance to reading achievement in Grades 2 and 5, measures of sensorimotor-perceptual skills explained more of the variability in reading achieveme...

ABSTRACTTheoretical models of learning highlight the role of engagement. The current investigation assessed the role of self-concept, locus of control, internalizing and externalizing behavior problems, and self-perceived interest and competence in reading in reading achievement. Using data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), longitudinal (third grade) predictors of eighth grade reading achievement and motivation, and concurrent predictors of eighth grade reading achievement were analyzed. Regression modeling revealed that self-perceived interest and competence in reading, behavior problems, self-concept, and locus of control were weak predictors of reading achievement, both longitudinally and concurrently. Socioeconomic status and third grade reading achievement were the strongest predictors of eighth grade reading achievement. These findings highlight the importance of early intervention for reading deficits, especially for children of low socioeconomic status.

Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10

This study explored the viability of using kindergarten measures of phonological awareness, alphabet knowledge, and orthographic knowledge, administered in English, to predict first grade reading achievement of Spanish-speaking English language learners. The primary research question was: Do kindergarten measures of early literacy skills in English predict first grade reading achievement for Spanish-speaking students as effectively as they do for English speakers? Participants were 3,448 economically disadvantaged students (50% spoke Spanish at home) from 243 schools. Regression analyses demonstrated that kindergarten variables accounted for similar percentages of variance in first grade reading for both Spanish speakers (43% in fall, 46% in spring) and non-Spanish speakers (49% in fall, 46% in spring) and that fall and spring variables were equally effective in predicting later achievement for both groups.

Associations between adverse childhood experiences and health service utilisation, prescription claims, and school performance during adolescence.

THIS STUDY was primarily addressed to the question: What individ ual differences exist in age of learning to read? Three related ques tions were also investigated: What sex differences occ ur in age of learning to read? What is the relationship between age of learning to read and intelligence ? What is the relationship between age of learning to read and reading achievement in the sixth grade? A study of these questions should serve to extend current knowledge regarding the natur al variation which occurs among children in learning to read, and to demonstrate again the need for suiting instruction to the individual. The data for this study were obtained from records whichare avail able on children who have attended the University Elementary School at the University of Michigan. These records include, along with much other information, the results of periodic reading and mental tests. Records were identified for 142 boys and 175 girls who received all of their early reading instruction in the University Elementa r y School This sample is adequate to yield a reliable picture of the reading per formance of children in this particular school, but the results obtained cannot be construed as representing the elementary-school population at large, partly because the present subjects were above average in in telligence and partly because they were taught to read by an unconven tional method. But more of that later. What remains to be said about the conditions and techniques of this study will be reported in conjunction with the results.

This study examines the impact parents/ family involvement and modeling may have on the academic performance and attitude a child has towards reading. Part icipants include third, fourth and fifth graders fro m a small Title I school in a suburb west of Chicago. A qualitative descriptive survey, which includes a commit ment to participate in a family involvement reading intervention program, is given to every student/family. Due to the lack of students/families willing to participate in an intervention program, qualitative survey results and quantitative reading data is exclusively examined to measure impact of family involvement in the reading curriculu m. Educators can use this model to develop their own questionnaires to gather family information. Backg round information can help teachers understand their students better in order to differentiate instruction in the classroom and help identify possible curricular changes needed to further promote lifelong readers.

Because technology in the home is becoming ever more available, understanding the role of technology in early childhood development is increasingly an opportunity and a concern for educators. This report examines data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, to provide an overview of the role of technology in the home and its impact on reading and math achievement in the early grades. The results show that access and use of technology influence children's academic achievement. Although the results show that having access to technology can contribute significantly to the achievement of young children, mere access is unlikely to be sufficient for all young children to benefit from technology in the home. Adults will need to mediate the use of these potential learning tools for children. Based on the findings of this report, policymakers should support increasing the availability of computers for low-income families and continue to discourage extensive viewing of TV, and researchers should focus on the specific methods that parents can enact to realize the learning potential of an increasingly ubiquitous resource: computers and the Internet in the home.

The purpose of this study was to determine the effect of executive functioning intervention on the reading achievement of second graders. This study used a quasi-experimental design which consisted of a pretest and posttest to compare comprehension, accuracy, fluency and number of self-corrections before and after the intervention period. The Fountas and Pinnell Benchmark Assessment System was used to collect data on reading achievement. The interventions used in the study were designed to strengthen students’ working memory, attention, and self-regulation. Following the intervention period, students showed significant improvement in the areas of comprehension and number of self-corrections, but not in accuracy or fluency. Future research should continue to explore the possible effects of each type of intervention on reading achievement.

The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Participants were administered measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, listening comprehension, and cognitive ability in 1st through 5th grades; L2 aptitude in 9th grade; and L1 reading achievement, L1 print exposure, and L2 proficiency in 10th grade. The findings showed that L1 reading achievement in 10th grade made significant and unique contributions to L2 word decoding, L2 reading comprehension, L2 listening/speaking, and overall L2 proficiency after adjusting for the effects of L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Subsequent analyses showed that L1 print exposure variables made unique contributions to L2 reading comprehension, L2 decoding, L2 writing, L2 listening/speaking, and overall L2 proficiency even after adjusting for the effects of L1 literacy and verbal skills during elementary school, cognitive ability in L1, L2 aptitude, and 10th‐grade reading achievement. The results suggest that stronger L1 reading skills are related to stronger L2 outcomes and that opportunity for and engagement in L1 literacy experiences may also be related to differences in L2 proficiency.

The present study investigates the effect of pre-service teachers’ cognitive abilities and personality traits on graduation and teacher self-efficacy using data from the German National Education Panel Study (N = 5 520). Applying latent profile analysis, we found four different profiles of pre-service teachers based on high school grade point average, reading and maths achievement as well as the Big Five. Our results show that the profile with low cognitive abilities and low extraversion is negatively associated with graduation and teacher self-efficacy. Conversely, high cognitive abilities in combination with high extraversion are positively related to both aspects of university success. The findings provide novel evidence on the identification of at-risk students in teacher education and have implications on the selection of teacher candidates as well as targeted support offers.

Lateral Dominance and Reading Achievement in the Second Grade

The development of phonological awareness is one of the most important factors enabling successful reading acquisition. Numerous studies emphasise that early phonological training has short- and long-term positive effects on the markers of early literacy. This work is a continuation of the research whose first phase was conducted in 2015, when the level of early phonological awareness and letter knowledge was examined among 110 children who then attended a Montessori kindergarten and 110 children who attended traditional preschool. Within the research, differences were found in the level of phonological awareness and letter knowledge, i.e. the children who underwent systematic training for encouraging phonological awareness development were more successful in solving exercises in the FONT test, which was used as a research instrument. The test was originally designed in Bosnia and Herzegovina and later adapted to the specificities of the Croatian language. The test comprises the exercises of division into syllables and phonemes, phonemic analysis and rhyme recognition. In 1980, Lundberg conducted the first comprehensive research into the relationship of phonological awareness and reading among children in preschool and first grade of primary school. Along the lines of Lundberg’s study, it was assumed that the children whose phonological awareness was higher would achieve better results in initial reading, so the second research phase was conducted when the same children who participated in the first phase started the first grade. The investigation into reading was operationalized by two variables: 1) reading accuracy and 2) the number of correctly read words in a minute. The research included 79 children, and it was conducted via the text First Grader. The research results have shown that phonological awareness is a statistically significant predictor of reading achievement in the first grade of primary school. The third phase of the research was implemented in 2022, when the children finished their primary education. The research aimed to find out whether the children who had achieved higher results in the FONT test and initial reading were subsequently more successful students. The data were obtained on their grades in two individual school subjects (Croatian and Mathematics) and their overall school achievement (grade point average).

Although states have attempted to influence educational outcomes through decentralizing decision-making authority over the past decade, the evidence that such reforms encourage schools to implement programs that improve outcomes has been slow to accumulate. This study examines the effect of a statewide policy intended to raise student achievement in schools serving high numbers of at-risk students through emphasizing teacher participation in school-based decision making about school needs. The results indicated that the policy was successful in encouraging teacher participation in decisions about student needs and the selection of improvement activities. Subsequently, features of the participating schools' environments and teachers' beliefs about the value of chosen improvement activities combined to produce successful site implementation. Some evidence also suggested the policy led to improved student reading achievement in the early elementary grades among schools that had participated in the program over several years.