Academic literature on the topic 'Reading-accuracy achievement'

AbstractWe examined morphological awareness and reading achievement in university students in two ways. First, students with and without a self-reported history of reading difficulties were compared on word reading and text reading achievement, and on the reading-related skills of morphological awareness, orthographic processing, and phonological processing. Second, the unique contribution of morphological awareness to reading achievement was examined for a larger sample of first-year university students. Students with a self-reported history of reading difficulties (n = 54) showed moderate to large gaps in each area of reading achievement, and timed reading comprehension appeared more severely impaired than word-reading efficiency. These students had a deficit in morphological awareness that persisted even when (a) phonological awareness and orthographic processing skills, or (b) word-reading accuracy were statistically controlled. In the larger first-year sample (N = 211), morphological awareness contributed to variance in word reading beyond that accounted for by phonological awareness and orthographic processing. Furthermore, of the reading-related skills, only morphological awareness made a unique contribution to reading comprehension beyond variance accounted for by word reading. Taken together, these results demonstrate that morphological awareness makes unique contributions to university students’ reading achievement and is an additional difficulty for students with a self-reported history of reading difficulties.

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Assessing reading fluency, teachers need to listen to students read aloud to make judgments about their progress in reading fluency. In other side, teaching reading in accuracy exercises encourage a thoughtful use of language and the information is intended to help students understand how English works.

The effect of tinted nonoptical (Irlen) lenses was investigated with 29 lens-using subjects and a control group of 31 subjects. Assessment of reading four months after the initial screening showed a significant improvement in reading rate and comprehension but not in accuracy. A significant decrease in the number of pauses while reading was also noted for the lens users as well as increases in correlation between word repetition and reading rate and accuracy. The lens users also showed significantly improved scores on a scale of attitude towards school tasks.

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

Several states have changed their statewide achievement tests over the past 5 years. These changes may pose difficulties for educators tasked with identifying students in need of additional support. This study evaluated the stability of decision-making accuracy estimates across changes to the statewide achievement test. We analyzed extant data from a large suburban district in Wisconsin in 2014–2015 ( N = 2,774) and 2015–2016 ( N = 2,882). We estimated the decision-making accuracy of recommendations from the Measures of Academic Progress for predicting risk on a Common Core State Standards aligned test (2014–2015) and a new test based on updated academic standards (2015–2016) in reading and math. Findings suggest that sensitivity and specificity estimates were relatively stable in math. Changes in the criterion measure were associated with decreased sensitivity when predicting performance in reading. These results provide initial support for educators to continue existing screening practices until test vendors or state educational agencies establish cut-scores for predicting risk on the newer test. Using a lower cut-score to establish risk (increasing sensitivity while decreasing specificity) may be prudent in reading. Limitations and directions for future research are discussed.

Objective: To examine word reading performance between boys with isolated cleft lip and/or palate (iCL/P), unaffected average reading (uAR), and unaffected impaired reading (uIR), using the dual-route model. Design: Case/control study. Setting: University children’s hospital. Participants: Males, between the ages of 8 to 11 years, with iCL/P (n = 26), uIR (n = 33), or uAR (n = 28). Methods: Single word reading and achievement were evaluated. Analyses of variance and analyses of covariance evaluated group differences in achievement. Medical records were reviewed for iCL/P participants for audiology and speech history. Spearman ρ correlations were calculated between hearing, speech, and reading achievement for the iCL/P group. Main Outcome Measure(s): Reading performance was evaluated using select subscales from the Woodcock Johnson Reading Mastery Test, 3rd Edition and the Test of Orthographic Competence. Results: Participants with iCL/P had higher than expected rates of reading impairment, differing across cleft type (0% iCL, 50% isolated cleft lip and palate [iCLP], 71.4% isolated cleft palate only [iCP]). On measures of word reading accuracy, iCL/P participants outscored uIR participants, with uAR participants scoring the highest. This pattern was specific to nonlexical reading tasks. Participants in the uAR and iCL/P groups outscored uIR participants on lexical tasks, with no significant differences between uAR and iCL/P. Evaluation of speech and hearing revealed no significant relationship to single word reading or achievement measures in the iCL/P group. Conclusions: Boys with iCL/P are at a higher risk of reading impairments, particularly within the iCP subset. Regular screening should be encouraged, with skills from both lexical and nonlexical routes assessed.

The purpose of this study was threefold: (a) to identify a combination of predictive measures that correlate with reading achievement, (b) to examine the predictive accuracy of these measures, and (c) to determine the most accurate time frame for test administration in kindergarten. One hundred and three kindergarten students from three schools participated over a period of two years. Measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming were administered in the fall and winter of the kindergarten year. Reading achievement was measured at the end of grade 1 using measures that included passage comprehension, fluency, sight-word recognition, and phonemic decoding. Five predictive models representing a combination of the predictive constructs were analyzed. The model combining letter identification, phonological awareness, and rapid automatized naming was identified as the best predictor of early reading achievement. There was no practical, significant difference between the fall and winter testing time frames. These findings hold important implications for predictive research by clarifying the importance of administering standardized measures that reflect the reading process. Most important, the results can provide practitioners with information for identifying the children most in need of early reading interventions.

Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking remedial action when failures occur. Comprehension failures can occur at various levels, including: particular words, particular sentences, relations between sentences, and relations between larger units. For each kind of failure, there are specific remedial actions readers can take. The second set of processing skills that can be taught involves using clues in the text to generate, evaluate, and revise hypotheses about current and future events in the text. During teaching reading in a class teachers may confuse to give exercises relate to fluency or accuracy. The correlation between fluency and reading comprehension showed a significant positive relationship between oral reading fluency and reading comprehension performance. Therefore, automaticity of decoding fluency is essential for high levels of reading achievement. Hence, what educators should do now is conscientiously try to shift educators’ attention from emphasizing the accuracy of students ‘oral presentation to developing their ability to express themselves both accurately and fluently in English.

Universal screening is the first mechanism by which students are identified as at risk of failure in the context of multitiered systems of supports. This study examined the validity and diagnostic accuracy of a reading computer-adaptive test as a screener to identify state achievement test performance for third through fifth graders ( N = 1,696). Single time points and slopes within year and longitudinally were examined. Validity results for single points were moderate (.60–.79, p < .002). Validity for slopes and the state test were weak or not significant. Diagnostic accuracy cut scores that maximized sensitivity and specificity yielded high accuracy for single points whereas sensitivity was inadequate for slopes. Practical implications and future directions are presented.

When compared to western countries such as the USA, Australia has made relatively little use of reading-accuracy tests at the school level. This is despite there being readily available rapid-use reading-accuracy tests such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Good & Kaminski, 2002a), and the Test of Word Reading Efficiency (TOWRE, Torgesen, Wagner, & Rashotte, 1999).

Current developments such as the publication of the report of the National Inquiry into the Teaching of Literacy (NITL) have given impetus to addressing this issue. This investigation explores the use of both the DIBELS and TOWRE tests to establish their usefulness in Australian school settings for the following purposes:

• Providing reliable achievement data for monitoring reading-accuracy achievement at school level.
• Providing useful qualitative diagnostic data.
• Building school and teacher understanding of reading-accuracy development, assessment and instruction.
• Building school and teacher effectiveness in instructional decision-making from test-data, to improve reading-accuracy instruction and achievement.

The results from the investigation indicate that both DIBELS and TOWRE tests are suitable for the above stated purposes. The results intimate a need to establish norms for Australian use of the tests, and value in developing specific additional tests.

Based on the findings of this research, a number of recommendations have been made towards Australian use of DIBELS and TOWRE tests. A model of reading-accuracy development is also presented for use in Australian reading instruction.

碩士
國立屏東師範學院
國民教育研究所
88
AbstractThe purposes of this study are as follows:1. To analyze the influence of Chinese Phonetic Symbols learning in kindergarten on Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.2. To analyze the influence of the openness of kindergarten''s curriculum on Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.3. To investigate the correlation between Chinese Phonetic Symbols achievement and verbal comprehension and between Chinese Phonetic Symbols achievement and reading accuracy.4. To investigate the influence of the type of presentation of Chinese Phonetic Symbols on verbal comprehension and reading accuracy.Two self-designed tests, The Elementary Chinese Phonetic Symbols Achievement Test and The Verbal Comprehension Test, and two other scales, The Scale of Learning Experience in Kindergarten and The Scale of Kindergarten''s Curriculum are used in this study.The samples of this study are two classes of first grade students. The Scale of Learning Experience in Kindergarten is used to gather information on student''s Chinese Phonetic Symbols learning experience in kindergarten and The Scale of Kindergarten''s Curriculum is used to gather information on the openness of kindergarten''s curriculum. The first grade students took The Elementary Chinese Phonetic Symbols Achievement Test in the eleventh week after they finishing the Chinese Phonetic Symbols course and took The Verbal Comprehension Test in the second semester. The independent variables are the instructional type of Chinese Phonetic Symbols in kindergarten, the type of summer school of Chinese Phonetic Symbols, the learning experience of Chinese Phonetic Symbols before entering into the elementary school, and the openness of kindergarten''s curriculum. The dependent variables are first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy. The SPSS statistical software is used for one way analysis of variance, correlation in this study.The conclusion of this study are:1. The type of instruction of Chinese Phonetic Symbols in kindergarten do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.2. The type of summer school of Chinese Phonetic Symbols do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.3. The Chinese Phonetic Symbols learning experience before entering into the elementary school do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.4. The openness of kindergarten''s curriculum do not have significant influence on first grade student''s Chinese Phonetic Symbols achievement, verbal comprehension, and reading accuracy.5. There is a positive correlation between Chinese Phonetic Symbols achievement and verbal comprehension; and a positive correlation between Chinese Phonetic Symbols achievement and reading accuracy. But there hasn''t significant correlation between verbal comprehension and reading accuracy.6. The type of presentation of Chinese Phonetic Symbols do not influence student''s verbal comprehension. But the type of presentation of Chinese Phonetic Symbols has an influence on student''s reading accuracy, students have better reading accuracy performance when presented both with Chinese Phonetic Symbols only and with words and Chinese Phonetic Symbols together than with words only.According to the results of this study, the following suggestions are recommended:1. There is no necessary to emphasize the teaching of Chinese Phonetic Symbols in kindergarten, but teachers should design and teach a variety of language activities.2. The first grade teachers should teach normally in the first ten weeks of Chinese Phonetic Symbols course.3. Parents should have accurate understanding and confidence in regular instruction of kindergarten and first grade, and should not ask kindergarten teachers to teach Chinese Phonetic Symbols.4. There are a couple of topics are recommended for further study:(1) The transitional problems of writing between kindergarten and first grade.(2) The analysis of the pattern of reading errors.(3) Other relevant factors between verbal comprehension ability and Chinese Phonetic Symbols achievement.(4) The influence of the type of presentation of Chinese Phonetic Symbols on student''s verbal comprehension in the beginning of the Chinese Phonetic Symbols course and the influence on second and above grade student''s verbal comprehension performance.

Difficulties with reading and writing have wide-ranging effects beyond academic achievement, including effects on career opportunities, personal well-being, and to some extent mental health. Literacy difficulties, when they are not caused by lack of education, are known as dyslexia. Dyslexia can be defined as a problem with learning that primarily affects the development of reading accuracy and fluency and spelling skills. ‘Does dyslexia exist?’ explains that it is now widely understood that dyslexia is a specific learning disorder, but that there is no clear, diagnostic profile. However, dyslexia can be a disabling condition and we can do a great deal to ameliorate its effects.