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Dissertations / Theses on the topic 'Reading achievement'

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Published: 4 June 2021
Last updated: 30 January 2023

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1

Carson, Linda A. "Predictors of early reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.

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2

Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3392.

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3

Dwyer, Edward J. "Encouraging Reading Achievement Through Readers’ Theater." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3400.

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4

Dwyer, Edward J. "How Teacher Attitudes Effect Reading Achievement." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/3405.

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5

Dawkins, Lakeshia Darby. "Factors Influencing Student Achievement in Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3601.

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The purpose of this study was to understand the reasons, as perceived by elementary school teachers at the target Title I school, for low student achievement in reading. The conceptual framework that guided this study was the ecological theory that postulates that students' academic achievement is influenced by several subsystems that affect human growth and development: microsystems, mesosystems, exosystems, macrosystems, and chronosystems. Four research questions guided this study. The questions investigated teachers' perceptions of how effective classroom practices, differentiated instruction, professional development, and parental involvement influence student achievement in reading. Participants included 9 elementary school ELA teachers. Data collection included audiotaped interviews, classroom observations, and the examination of teacher lesson plans. Data were manually coded and organized into 7 themes. The themes were: back to basics, reading practice, classroom environment, meeting students' needs, professional development, communication, and home environment. The data indicated that the teacher participants believed that there is a need for increased parental involvement in reading. Parental involvement and the home environment were listed as two of the most important factors in student achievement in reading. Based on the research findings, a 3-day teacher facilitated family literacy program was developed. The goal of the program is to equip parents with resources and strategies to facilitate the reading achievement of their children at home. Increased parental involvement has the potential to positively affect student achievement in reading, which can bring about positive social change for families and teachers.
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6

Hood, Nicholas Robert. "Under which conditions does reading attitude most influence reading achievement?" Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/339022.

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Educational Psychology
Ph.D.
Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement data for tracking and placement purposes. Such limited data do not give a comprehensive representation of the reader, and instructional decisions based on this narrow view can undermine students’ motivation and weaken achievement. Attitude has been associated with achievement, but using reading attitude data could be more useful if the relationship between reading attitude and reading achievement were better understood. This study sought to expand on the reading attitude-reading achievement relationship by exploring specific teacher and student gender related conditions. The study culminated in investigation of the strength of the relationship between reading attitude and reading achievement for girls and boys with gender matched and unmatched teachers. The findings revealed that reading attitude only predicted reading achievement for students with gender matched teachers. The strongest link was for boys taught by male teachers.
Temple University--Theses
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7

Adams, Wandaleen. "Comparative Study of Reading First Schools Reading Achievement to Non-Reading First Schools." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1303.

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The purpose of this study was to determine if there was any significant increase in the reading achievement of Reading First third grade students compared to the reading achievement of the third grade reading students in Non-Reading First schools located in southwest Virginia for 2004-2009. The Standards of Learning (SOLs) reading test scores were compiled from the Virginia Standards of Learning test scores that are available to the public from the Virginia Department of Education website. The elementary schools chosen for this study have a similar number of disadvantaged students and similar demographics. The reading achievement was being examined after 6 years of implementation of teaching strategies using Reading First in 3 of the elementary schools and compared to Non-Reading First schools. Using a quantitative design, the comparative study included data obtained from the 2004-2009 Virginia Standards of Learning standardized assessment test scores for third grade students in 6 elementary schools. The data comparison examined the reading achievement relationship between the Reading First schools (experimental) and the Non-Reading First schools (control group). The analysis was based on 2 research questions and 12 hypotheses; 6 hypotheses for each question. A t-test for independent samples was used to identify the differences between the means of Reading First schools and the Non-Reading First schools. A chi square analysis was used to identify the differences between the means of Reading First schools compared to the means of Non-Reading First schools in the areas of not proficient, proficient, and advanced proficient. The results of the study indicated that there were significant increases for reading achievement for the Reading First schools in the experimental group compared to the Non-Reading First in the control group. The Reading First schools performed better or as well as their peers in Non-Reading First schools at the advanced reading proficiency level.
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8

Moretti, Shelley. "Parents as reading coaches, parenting style, scaffolding and children's reading achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61981.pdf.

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9

Nash, Mykie C. "Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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This mixed-methods study included an in-depth look at the perceptions of first-grade teachers in southwest Missouri to gain insight into the knowledge, understanding, and perceptions of teachers when considering reading achievement and how it relates to Reading Recovery, student engagement, professional development, and socioeconomic status. A second piece to the study included a quantitative examination of the correlation between reading achievement and attendance. Focus groups were formed and an 11-question interview was conducted to gather insight into the perceptions of first-grade teachers across five different counties. Additionally, reading data and attendance from 249 students in those schools were used to determine if a correlation exists between reading achievement and student attendance. After completion of all focus groups, it was evident many commonalities exist among first-grade teachers across multiple districts. Most teachers find value in Reading Recovery, understand the importance of student engagement, see the disadvantages of those students who arrive from lower socioeconomic status families, and value professional development. Reading and attendance data revealed students with attendance greater than 94% have improved reading achievement over those with attendance below 94%. The results of this study can provide insight for administrators and district leaders when considering appropriate professional development in the area of reading achievement.

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10

Amos, Zachary S. "The Relationship of Readability on the Science Achievement Test: A Study of 5th Grade Achievement Performance." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237770679.

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11

Berthet, Valdois Julie. "Reading achievement in Kenya: the language factor." Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32475.

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This thesis addresses the schooling challenges posed by children living in African communities where several languages are used and where the language of instruction at school is not their home language. Its focus is the dynamic between languages spoken at home and in the school environment, particularly, how the home language may affect early reading skills. The study is situated in urban Kenya, where Kiswahili is the official language of instruction in lower grades, with English used later on, while many households use other languages at home (e.g. Kikuyu, Kikamba). This dissertation uses survey data collected in 2012 by USAID. The study explores the extent to which the impact of being taught in Kiswahili in lower grades, depends on whether or not Kiswahili is the pupil's home language. School fixed effects are used to control for unobservable factors at the school level. Results from assessments run over a population of pupils who speak Kiswahili at home against those who do not within the same schools are compared. The Kiswahili literacy scores of pupils who speak Kiswahili at home are .206 standard deviation higher than those of pupils who do not speak it at home. The same students also achieve .247 standard deviation more in English, suggesting that speaking the same language at home and at school may also help reading acquisition in another language. The thesis then investigates reading skills' interactions between Kiswahili and English, to see if there is cross-language transfer. Seemingly Unrelated Regression is used to account for equations' cross-correlation. An interdependence is demonstrated between the two languages. The relationship between reading skills in the two languages is not constant and the transfer is stronger when tied to proficiency in English. The results further suggest that having a home language other than Kiswahili is not detrimental to language transfer once a certain proficiency is reached in English and in Kiswahili. Finally, the study examines the linguistic composition of a pupil's peer circle at school and the effect of the group's linguistic diversity on reading outcomes. The peer effect is isolated using a linguistic fractionalization index. This is done in different grades within the same school. Results show that peer effects on Kiswahili scores are mediated by linguistic diversity at school. As the peers' linguistic diversity increases, peers' Kiswahili scores decrease, which negatively affects pupils' own score. On English scores, peer effects are not found to be conditional on linguistic diversity. Findings further show that low achievers are more affected by peer effects than high achieving pupils.
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12

Hunnell, Amanda Leigh. "Impact of Interactive Homework on Reading Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3249.

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Many elementary students read below grade level, resulting in an inability to meet expectations on state testing. Epstein and other researchers theorized 3 influential factors that work together to help students achieve higher levels of attainment-home, school, and community. Studies have demonstrated the effectiveness of Epstein's Teachers Involve Parents in Schoolwork interactive homework (IH) to promote parent-child communication during learning interactions at home for students in language arts in Grades 6-8; however, there is little information on the effects of IH on reading achievement for elementary students. The purpose of this quasi-experimental study was to examine the effect IH has on reading achievement. Third grade students at a school in Georgia participated in IH (n = 18) and non-IH (n = 27) groups over a 9-week period. Reading achievement was measured by comparing standardized pre- and posttests. An analysis of covariance was used to analyze the interval-level pre- and posttest results while controlling for preexisting differences between the treatment and control group. The adjusted mean difference between the groups was not statistically significant. A white paper that discussed the results of the study and recommended further study of IH with incentives to increase participation was the project deliverable. Although findings were not significant, this study may contribute to social change by encouraging dialogue about using and constructing methods that could promote increased reading achievement in the elementary setting, provided adequate student participation.
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13

Williams, Brenielle. "Middle School Teachers' Perceptions About Reading Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5811.

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Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional strategies, methods, and curriculum materials. Data from interviews and observations of teacher meetings were coded and analyzed thematically. Key findings included a lack of teacher knowledge about some evidence-based literacy instruction methods and uncertainty about the evidence supporting instructional methods. Administrative issues also emerged that impeded literacy instruction. The outcome of this study was a presentation to district administrators and a 3-day professional development (PD) program for teachers, with content tailored to address the needs of teachers in the 3 schools. This study fills a gap in the literature regarding the classroom use of evidence-based practices in schools with struggling students. The study provides a blueprint to help teachers improve their literacy instruction competency and ultimately improve the literacy skills of the students in this district.
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14

Yeigh, Maika J. "Does Voluntary Reading Matter? The Influences of Voluntary Reading on Student Achievement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1786.

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Does voluntary reading matter? While there is much known about the benefits to children who engage in sustained silent reading, commercial reading programs implemented as a result of No Child Left Behind often displace time for children to silently read (NCLB, 2002). An increase in the amount of time children spend with a commercial reading program has meant a decrease in time provided for in-school voluntary reading during the elementary literacy block (Brenner & Hiebert, 2010). This quantitative study used the 2011 restricted-use National Assessment of Educational Progress (NAEP) data to determine whether opportunities provided to children for in-school voluntary reading impacted fourth-grade students' achievement levels. The study also considered whether there were differences in the amount of time provided for in-school voluntary reading and choice in reading material to children of differing income levels and ethnic backgrounds. Contingency tables and a multiple linear regression model were used to find associations between achievement data and questionnaire responses. Findings concluded that children who qualified to participate in the National School Lunch Program, as well as Black, Hispanic, and Native American children, have fewer opportunities to silently read, and choose their own books during the school day. For most children, there was a positive relationship between time and choice in reading at school with achievement scores. Black, Hispanic, and Native American children experienced a commercial reading program at a higher rate than their white and Asian peers; there were no detected differences in reading program structure based on economic affluence. The discussion includes consideration of time to silent read at school and choice in reading material as a part of an "opportunity gap" (Darling-Hammond, 2013) that causes disparities in the quality of education provided to children from different backgrounds, and which could also be a factor to the larger achievement gap. Policy implications are discussed.
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Cloud, Antre. "Effects of Journeys Reading Intervention on Reading Achievement of Students With Disabilities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3870.

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In Georgia, students with disabilities are falling behind students without disabilities in reading. Students with disabilities need to learn how to read fluently and comprehend because reading is embedded in all academic areas. Guided by LaBerge and Samuels's theory of automatic information processing in reading, the purpose of the study was to evaluate the effects of the Journeys reading intervention on the reading achievement of students with disabilities using a comparative research design. The guiding research question for this quantitative project study addressed the difference in reading achievement scores for 3rd through 5th-grade students with disabilities who participated in the Journeys reading program and those who did not. The convenience sample consisted of 34 students with disabilities in Grades 3 through 5 during the 2013 and 2014 school years. Data from the 2013 and 2014 state reading assessments were collected and analyzed using a Mann-Whitney U Test. Results indicated that students with disabilities who received the Journeys program made more significant gains in reading than students who received the traditional program. The doctoral project included a program evaluation report that will be presented to the local school district. Social change implications include enhancing the reading achievement for students with disabilities through a more effective reading curriculum.
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16

Carr, Stephany Renee. "The Long-Term Effect of Reading Recovery on Fourth Grade Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7466.

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Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent learners develop literacy processing systems. The research question was to determine if there was a significant difference in the Indiana Statewide Testing for Educational Progress standardized test scores between the 73 formerly enrolled and 38 nonenrolled students. The independent variable was enrollment in Reading Recovery, and the dependent variable was ISTEP+ standardized literacy scores. The independent sample t-test results showed no statistically significant difference in ISTEP+ standardized literacy scores. The results were the basis for the creation of the 3-day professional development training for educators in grades 2 and 3. The training will promote positive social change since it will support the continued literacy progress of formerly enrolled Reading Recovery students. Students with solid literacy skills will have better future employment opportunities and higher social engagement in American society.
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17

Brading, Aungelique R. "Impact of Core Knowledge Curriculum on Reading Achievement." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4717/.

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The purpose of this study was to examine the impact of Core Knowledge curriculum, a Comprehensive School Reform model, on the reading achievement of elementary students located in a north Texas suburban school district. A repeated measures, matched-comparison design was employed using longitudinal data over a three year period. Repeated measures analyses of variance (ANOVA) were conducted to determine if there were any significant differences in student achievement scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) test. The experimental and control school were examined for student achievement gains overall, for advantaged versus disadvantaged students and for achievement gap differences. Although the results of the statistical analyses indicated that there were no significant differences in the reading TAKS scores of students participating in the study, experimental school students consistently had higher mean scores when compared to the control school in all areas. The evaluation of the achievement gap revealed that although the Core Knowledge school did not close the achievement gap between advantaged and disadvantaged students, the disadvantaged students' scores rose in proportion to the advantaged students, thus preventing an increase in the achievement gap between students.
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18

Cunningham, Victoria, Marcia Dosser, and Edward J. Dwyer. "Enhancing Reading Achievement Through Readers’ Theater and Art." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/3332.

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19

Fisher, Stacey J. "Relationships between Family Literacy Practices and Reading Achievement." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4695.

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20

Heagy, Loralie. "Instrumental Music and Reading Achievement of First Graders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5200.

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Prior research studies point to a correlational relationship between music instruction and academic achievement studies, but varying results and confounding factors prevent causality. The purpose of this quasi-experimental study is to test Vygotsky's sociocultural cognitive theory that playing a musical instrument is significantly associated with academic achievement in reading for 1st graders who attend 1 of 2 schools in Alaska. Using Analysis of Covariance, this study investigates the relationship between instrumental music and academic achievement on measures of academic progress (MAP) reading scores of 1st graders (n = 76) who received at least 90 minutes per week of string instruction for 2 consecutive years at a Title I school in comparison with those who attended another Title I school without the string program. Although the results of this study did not show a relationship between instrumental music and academic achievement on MAP reading scores of 1st graders, this study has implications for positive social change. This study contributes to this new field of music for social change and underscores the need from public school administrators and music educators for more research at the local and national level on the benefits of music education as a contributor to academic achievement and student success.
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21

Sullivan, Mary Pinson. "Achievement effects of sustained silent reading in a middle school." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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22

Saygi, Sukran. "Reading Motivation In L1 And L2 And Their Relationship With L2 Reading Achievement." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612361/index.pdf.

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In this study, reading motivations of university students enrolled in the preparatory school of a private university in Ankara were investigated. Firstly, the factors that constitute the reading motivation in Turkish and English were explored using a questionnaire which was adapted from the related literature. Then, the relationship between L1 reading motivation and L2 reading motivation was investigated. Next, the relationship between L1 and L2 reading motivation and L2 reading achievement was analyzed separately. In addition to the nature of reading motivation, students&rsquo
text selections and reading habits (how often, how long and how many pages they read) were included in the analysis. Finally, preparatory school instructors&rsquo
and students&rsquo
perceptions of reading motivation and the factors influencing it were scrutinized. In order to address the issues stated above, both qualitative and quantitative data were collected with the help of a questionnaire and semi-structured face-to-face interviews. A total of 273 questionnaires were collected from the students in two instruction levels. In addition, fifteen teachers and eight students were interviewed. The findings indicated that there is a slight relationship between L1 reading motivation and l2 reading motivation. Secondly, L1 reading motivation and behaviors made no significant contribution to L2 reading achievement. However, L2 reading motivation and behaviors were found to be significant contributors of L2 reading achievement. Among these, while the factor anxiety was found to be a significant factor in pre-intermediate level and the factor comfort was the significant factor in the upper-intermediate level. Among the text selections, students prefer to read, transactional texts had a positive correlation with L2 reading achievement. Finally, time students spend reading in English was found to be a significant contributor. Apart from the questionnaire data, the teacher interviews revealed that several other factors affect students&rsquo
reading motivation and their reading comprehension such as the classroom-specific motivational variables and the family and educational backgrounds of the students.
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Schlag, Gretchen E. H. "The relationship between flexible reading groups and reading achievement in elementary school students." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/654.

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Despite the current emphasis on differentiating instruction to accommodate individual student learning needs, most reading instruction is taught primarily in static small groups or whole group settings. However, the use of flexible reading groups for reading instruction allows students to be appropriately challenged and avoids labeling a student's reading readiness as stagnant. This study examines the relationship between flexible reading groups and reading achievement of 130 fifth grade students in one elementary school. The theoretical base for the research is grounded in the constructivist theory as supported by Vygotsky and Bruner. In this quasi-experimental quantitative research study, the effect of flexible reading groups on reading achievement was examined using a within-subject pretest and posttest single group design to compare gain scores using the Standardized Test of Achievement in Reading. The scores compared an eight week period of whole group instruction to an eight week period of flexible group instruction on the reading assessment. Data from the gain scores of the groups were statistically analyzed using a paired samples t test to determine whether or not the flexible reading groups had a positive effect on reading achievement. Statistical analysis yielded a statistically significant difference t(129) = 3.82, p < .05 which was interpreted to mean that flexible reading groups significantly enhanced student learning. This study will contribute to the most recent research on flexible grouping and reading instruction by focusing on the implementation of flexible reading groups and establishing data to support the research on flexible group instruction. This study contributes to social change by providing educators with knowledge on differentiated instruction through the implementation of flexible groups as it relates to reading achievement.
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Closen, John P. Klass Patricia Harrington Lynn Mary Ann. "The relationship between Illinois elementary reading achievement and selected district teacher characteristics." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004081.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 18, 2005. Dissertation Committee: Patricia H. Klass, Mary Ann Lynn (co-chairs), Richard Berg, John Goeldi, Ronald L. Laymon. Includes bibliographical references (leaves 93-99) and abstract. Also available in print.
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del, Rio Vivian M. "Effects of Sex, Third Grade Reading Achievement and Motivation as Predictors of Fourth Grade Reading Achievement of Hispanic Students: A Path Analysis." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1015.

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This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student’s current performance to take into account a student’s motivation and past achievement. An effort must be made to address students’ motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.
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Harris, Loretta Faith. "Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/fse_etd/47.

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Evaluating a Daily 90-Minute, Remedial Reading Intervention for Influence on Students’ Reading Achievement. Loretta Faith Harris, 2011: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Achievement Level, High School, Reading Fluency, Remedial Reading, Criterion Referenced Tests. The goal of NCLB educational reform was to bring all students to a level of academic proficiency by 2014-2015. Tenth-grade students are expected to show success in meeting the state standards by achieving a passing score of 1926 DSS on the reading section of the criterion-referenced test. Level 1 students demonstrating need in the areas of decoding or fluency are required to have an extended block of reading intervention with the same teacher for the entire 90-minute period of instruction. The research examined the effects of such extended time on Level 1 tenth-grade students’ reading-achievement levels as indicated by the state-mandated criterion-referenced test scores and oral reading fluency. The study revealed a daily 90-minute high school remedial reading program influenced Level 1 tenth-grade students’ fluency scores as measured by oral-reading fluency probes. On the other hand, a daily 90-minute high school remedial reading program did not adequately prepare students to demonstrate success in terms of state standards as measured by the state criterion-referenced test. A recommended change to the current reading program included the use of grade-level texts with increasing levels of complexity during whole-group and small-group instructions. Exposure to grade-level texts heightens students’ comprehension proficiency, essential for the increasingly complex texts encountered on the state-mandated criterion-referenced test. Overall, the results of the 90-minute high school remedial reading program confirmed the sustainability of the program.
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Kubitza, Andy James. "Using standardized test reading comprehension software to improve student academic achievement in reading comprehension." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3262.

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The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.
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Ugel, Nicole Suzanne. "The effects of a multicomponent reading intervention on the reading achievement of middle school students with reading disabilities /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Bogle, Leonard R. Ashby Dianne E. "Technology, instructional change, and the effect on reading achievement." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995662.

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Thesis (Ed. D.)--Illinois State University, 2000.
Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dianne Ashby (chair), Jeffrey Hecht, Rodney Riegle, Glenn Schlichting. Includes bibliographical references (leaves 98-107) and abstract. Also available in print.
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Witzke, Jennifer A. "Predicting reading achievement utilizing the PASS theory of intelligence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22425.pdf.

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31

Ware-Brazier, Rhonda. "Variables impacting reading achievement with implications for school leadership -*." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/78.

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32

Gomez, Vera Gabriela. "Languages as factors of reading achievement in PIRLS assessments." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00563710.

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The starting point of this research is the question, may reading acquisition be more or less effective depending on the language in which it is perform? Two categories for classifying the languages have been developed. First the notion of linguistic family is employed to describe the languages from a cultural and historical perspective. Secondly, the notion of orthographic depth is used for differentiating the languages according to the correspondence between orthography and phonetic. These categories have been related to the databases PIRLS 2001 and 2006 (international assessments about reading developed by the IEA), the aim being to connect reading achievement to the language in which students answered the test. However, it is clear that the language is not an isolated factor, but part of a complex structure of determinants of reading. Therefore, factors related to students and schools have also been incorporated to this research. Moreover, the multidimensionality of the reading process has been taken into account by distinguishing in the analysis the different aspects that made the process according to PIRLS: informative reading, literary reading, process comprehension of high and low order. To answer to the questions proposed by this research a hierarchical statistical model (multilevel) was developed, it was able to account for the connection between reading achievement, language and other associated factors. As a result, contextual factors (home and school) were more significant than language. Moreover, determinacy may vary if taking into account educational systems.
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Bazán, Ramírez Aldo, H. Beatriz Sánchez, and Verdugo Víctor Corral. "Predictors of reading and writing achievement in first graders." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.

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The achievement of reading and writing ta ks of different complexity leve! was evaluated. Two­hundred eighty-eight first-grade children responded to 76 items cla sified on the basis of one mor­ phological and one functional criterion. Variables regarding teaching practices as well a children's characteristics were used a predictors of reading and writing ta ks. A multiple regression analysis suggested that teacher's judgment  concerning the child's reading-writing  acquisition, sorne visual or auditive deficits, and final average on Spanish course explained almost 40% of the dependen! variable variance.  Result are discussed in terms of their teaching-leaming implications.
Se evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.
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Gómez, Vera Gabriela. "Languages as factors of reading achievement in PIRLS assessments." Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOL013/document.

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Le point de départ de cette recherche concerne la question suivante : l’acquisition de la lecture, peut-il être plus ou moins efficace en fonction de la langue dans laquelle il s’effectue? Deux catégories pour classer les langues on été définies dans ce travail. Premièrement, la notion de famille linguistique est à la base d’une description des langues à partir d'une perspective historique et culturelle. Deuxièmement la notion de profondeur orthographique est mobilisée, celle-ci différencie les langues en fonction de la correspondance entre l'orthographe et la phonétique. Ces catégories ont été mises en rapport avec les bases de données PIRLS 2001 et 2006 (étude internationale sur la lecture menée par l'IEA), afin de relier la performance en lecture et la langue dans laquelle les élèves ont répondu au test. Toutefois, il est clair que la langue n'est pas un facteur isolé, car elle fait partie d'un ensemble complexe de déterminants; ainsi, des facteurs liés aux élèves et au milieu scolaire ont également été incorporés dans l'étude. En outre, il a été tenu compte de la multidimensionnalité du processus de lecture, en distinguant dans les analyses les différents domaines mesurés par l’enquête : lecture d'informative, littéraire, et compréhension des processus d'ordre complexe et simple. Pour répondre aux questions de cette recherche nous avons élaboré un modèle statistique hiérarchique capable de rendre compte de la relation entre la compréhension de la lecture, la langue et les facteurs qui y sont associés. En dernière analyse, les facteurs contextuels (individuels et scolaires) se sont révélés être plus importants que la langue elle-même. En outre, les déterminants du niveau en lecture dépendent des systèmes éducatifs observés dans cette enquête
The starting point of this research is the question, may reading acquisition be more or less effective depending on the language in which it is perform? Two categories for classifying the languages have been developed. First the notion of linguistic family is employed to describe the languages from a cultural and historical perspective. Secondly, the notion of orthographic depth is used for differentiating the languages according to the correspondence between orthography and phonetic. These categories have been related to the databases PIRLS 2001 and 2006 (international assessments about reading developed by the IEA), the aim being to connect reading achievement to the language in which students answered the test. However, it is clear that the language is not an isolated factor, but part of a complex structure of determinants of reading. Therefore, factors related to students and schools have also been incorporated to this research. Moreover, the multidimensionality of the reading process has been taken into account by distinguishing in the analysis the different aspects that made the process according to PIRLS: informative reading, literary reading, process comprehension of high and low order. To answer to the questions proposed by this research a hierarchical statistical model (multilevel) was developed, it was able to account for the connection between reading achievement, language and other associated factors. As a result, contextual factors (home and school) were more significant than language. Moreover, determinacy may vary if taking into account educational systems
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35

Yetis-Bayraktar, Ayse. "Effects of maternal job quality on children's reading achievement." Connect to this title, 2008. http://scholarworks.umass.edu/theses/205/.

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36

Varian, Melissa. "MUGC summer enrichment program and reading achievement program evaluation /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=895.

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37

Lyons, Reneé C., Deborah Parrott, Gina Podvin, Millie Robinson, and Edward J. Dwyer. "Fostering Reading Enjoyment and Achievement in the School Library." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2411.

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Excerpt: In this age of increased accountability through testing and implementation of the Common Core State Standards, the elementary and middle school librarian is often part of the school team working toward enhancing reading achievement among students.
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Khumalo, Vuyisile L. "The effects of school conditions on learner reading achievement." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46164.

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This study aims to determine the effect of school conditions on learner reading achievement in primary schools in South Africa. Reading skills are not only imperative for further study but are essential for economic and meaningful citizenship. Initiatives such as the Quality Learning and Teaching Campaign, geared to improve the quality of education for all children and to ensure improved learner achievement have resulted in an increase in educational spending. Despite such initiatives, learner achievement remains poor. In order to measure the relative relationship between school conditions and learner reading achievement, this study focused on selected variables from the PIRLS 2006 South African data, notably from Grade 5 learner reading achievement, teacher and school questionnaires. A secondary data analysis through multiple regression technique was utilised in an attempt to measure those school conditions that may enhance or impede learner reading achievement. This study follows the tradition of school effectiveness research by utilising the context-input-process-output (integrated model for school effectiveness research) model as espoused by Scheerens (2000; 2005). The integrated model was adapted combining school and classroom factors in order to measure the effect of school wide processes on learner reading achievement. Although this study was unable to measure the effect of educational leadership on learner reading achievement, it found significant school and classroom factors associated with learner reading achievement. This study highlights the importance of improving the teaching and learning of literacy across all 11 official languages.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
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Mikhaylova, Marina Vasilyevina. "Validation of the Reading Level Achievement Test of the English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2884.pdf.

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40

Peters, Rochelle. "The Effect of Giving Class Time for Reading on the Reading Achievement of Fourth Graders and the Effect of Using a Computer-Based Reading Management Program on the Reading Achievement of Fifth Graders." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279001/.

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This study investigated the problem that educators have throughout the state of Texas. The problem educators have is that reading scores continue to fall short of state expectations. This study investigated the effectiveness of 90 minutes of class time given for reading to students who use the Electronic Bookshelf Program and the effectiveness of the Electronic Bookshelf Program, which is being sold to school districts throughout the nation. The literature review focused on the effectiveness of independent reading on reading achievement, and the effectiveness of using computer-based reading programs to increase reading achievement.
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Barr-Cole, Dianne O. "An evaluation of an intense summer reading intervention program /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7621.

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42

Peissig, Denise A. "A correlation of parent involvent and first grade reading achievement." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002peissigd.pdf.

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43

Coddington, Cassandra Shular. "The effects of constructs of motivation that affirm and undermine reading achievement inside and outside of school on middle school students' reading achievement." College Park, Md. : University of Maryland, 2009. http://hdl.handle.net/1903/9821.

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Thesis (Ph.D.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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DiAntonio, Stephanie L. "A study of the predictive validity of the Gates-MacGinitie Reading Test and the New Jersey Assessment of Skills and Knowledge at the 4th, 5th and 6th grade levels /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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Doan, Melissa A. "Evaluation of reading achievement for students of the Carroll County Public School System's 2006 Summer Enrichment Program." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=742.

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46

Hylemon, Larry. "COLLECTIVE TEACHER EFFICACY AND READING ACHIEVEMENT FOR HISPANIC STUDENTS IN READING FIRST AND NON-READING FIRST SCHOOLS IN SOUT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2728.

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This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Petchko, Ekaterina. "Predicting reading achievement in a transparent orthography: Russian children learn to read." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/26602.

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CITE/Language Arts
Ed.D.
This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding is
Temple University--Theses
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Sullivan, Mia. "Reading Mastery Versus Word Study Instruction as it Pertains to Third Graders' Reading Achievement Scores." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/639.

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This study was conducted in order to compare two phonics-based approaches to teaching reading. The two approaches were Reading Mastery (SRA Macmillan/McGraw-Hill, 1995) and Word Study (Bear et al. 1996). While Reading Mastery has been compared to other reading methods to examine the effectiveness of instruction with reading achievement measures, there are no studies that compare Word Study to other methods of reading instruction. The purpose of the present study was to compare Reading Mastery and Word Study instruction groups in terms of reading achievement scores. This study included 36 third grade students, 18 in each group. All students were measured with the Comprehensive Test of Basic Skills- Terra Nova (CTB/McGraw-Hill, 1991). The results from this study suggest that there was not a significant difference between the Reading Mastery and Word Study groups as measured by the reading scores of the Comprehensive Test of Basic Skills (CTBS). However, the Word Study instruction group was significantly higher in the areas of Spelling and Word Analysis on the CTBS.
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Phahlamohlaka, Naledi Legwadi Catherine. "The relationship between Grade 5 learners’ reading literacy achievement and parental reading attitudes and behaviours." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65462.

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This study aims to establish the relationship between reading literacy in the primary school and parental attitudes and behaviour to reading. Reading literacy is another dimension of literacy (Dubin & Kuhlman, 1992), notably the ability to understand and make use of written language (Mullis, Martin, Kennedy, Trong & Sainsbury, 2009). Despite various educational improvement initiatives undertaken by the South African Education system (ANAs, SACMEQ, TIMMS, PIRLS) as a means of creating systems to improve standards of education (Education Policy Act 2015 of 1998), learner achievement in the primary school remains low. This study makes use of selected variables from the PIRLS 2011 parent questionnaire to measure the extent of the relationship between learner reading achievement in Grade 5 and home level factors such as learning environment, parental behaviours in reading and parental attitudes towards reading. It adopts a secondary analysis design and makes use of quantitative approaches (Creswell, 2003). The Developed model of Home Learning Environment, Parental Behaviours and Parental Attitudes to Reading and Reading Literacy Achievement was adapted from the model of attitudes, behaviours and reading as developed by Abu-Rabia and Yaari (2012). This study was able to establish that the home learning environment and parental behaviours to reading had negative association with reading literacy, meaning that in their absence reading literacy would decrease. It established that parental attitudes to reading had positive association with reading literacy, meaning that in the presence of positive parental attitudes, reading literacy would increase. This highlights the importance of parental involvement in learner reading development.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Wonder-McDowell, Carla V. "The Effects of Aligning Supplemental and Core Reading Instruction on Second-Grade Students' Reading Achievement." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/146.

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The purpose of this study was to investigate the effects of aligning supplemental reading instruction with core classroom reading instruction on struggling second-grade students’ proficiency in phonics, fluency, vocabulary, and comprehension. Alignment was defined as core classroom and supplemental instruction that are congruent in philosophy, goals, instructional materials, instructional methods, student activities, and reading strategies that follow the same scope and sequence. This study employed a two-group, pre-post true experimental design. Second-grade students (N = 153) scoring in the lowest quartile on the fall Dynamic Indicators of Early Literacy Skills (DIBELS) Oral Reading Fluency assessment were randomly assigned to either an aligned or nonaligned supplemental reading instructional condition received instruction over a 20-week period. Reading specialists in 11 schools provided the supplemental instruction. iv The DIBELS Oral Reading Fluency (ORF) and the Woodcock Reading Mastery-Revised (WRMT-R III) assessments were used to assess student reading growth in phonemic awareness, phonics, fluency, and vocabulary. Each student received one score from the DIBELS ORF and six scores from the WRMT-R III. Seven separate nested analyses of covariance (ANCOVA) were conducted to examine differences in group means at posttest while accounting for nesting of reading specialists within schools. Pretest measures for each of the dependent variables were used as covariates to adjust posttest scores at the end of the study. After controlling for pretest score differences and accounting for the variance associated with reading specialists nested within schools, statistically significant differences were found favoring the aligned supplemental condition for posttest scores on all measures. Effect sizes ranged from small to moderate, with largest effect sizes being found for vocabulary and comprehension. The results of the study suggest that at-risk second-grade students benefitted from supplemental instruction that is aligned to the classroom core reading program.
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