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1
Fuller, Frank D. (Frank Davidson). "The association between reading ability and test performance among adults of limited reading ability." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332849/.
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This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.
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Sperring, Rachael. "Magnocellular processing and reading ability : the effect of test sensitivity." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603524.
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Research into reading difficulties is continuously evolving, with a plethora of suggested causes. Lovegrove, Heddle, and Slaghuis (1980) suggested that one such cause was an abnormality of the visual magnocellular system which can result in visual confusion in some people with reading difficulties. However, failure to replicate findings have led some to disregard the theory (Skottun, 2000). This controversy can in part be attributable to the range of processing levels within the visual system and the range of parameter levels that have been used by studies assessing magnocellular function. Consequently the aim of this research was to investigate the relationship between mag nocellular function and reading ability at varying levels of the visual system, under systematic variations in parameter levels and with varying methods of assessment, to identify the test that produces the most sensitive relationship between reading ability and magnocellular function in children. An investigation into Random Dot Kinematogram (RDK) parameter levels in Studies 1 and 2 found that an integration time threshold with a dot speed of 20• /s and a contrast of 4% accounted for the largest variance in reading ability. In Study 3, a comparison between RDK thresholds and the Frequency Doubling Illusion showed that both tests accounted for 8% of the variance in reading ability; however this was not significant after accounting for cognitive ability. Study 4 assessed fixation stability and RDK thresholds and found that neither accounted for signincant variance in reading ability. Since participants in Study 2 had completed 14 threshold trials compared to 2 in Study 3 and 4, it was concluded that an RDK measuring integration time employing a dot speed of 20◦ /s and a contrast of 4% and with extensive practice was the most sensitive measure. However the level of practice needed meant this could not be considered a "gold standard" test .
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Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.
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Adkins, Deborah. "Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?" PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/178.
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This research considers the predictive utility of 10 decoding skills on a student's ability to read. The 10 skills are Consonant Blends/Digraphs, Decode Multi-Syllable Words, Decode Patterns/Word Families, Letter Identification, Manipulation of Sounds, Matching Letters to Sounds, Phoneme Identification, Phonological Awareness, Syllable Types: CVC, CVCe, R-Control, and Vowel Digraphs/Diphthongs. The research also examines the nature of the relationships between the decoding skills and reading ability. Furthermore, the research decomposes reading ability into segment 1 assessing decoding, and segment 2, assessing comprehension. Specifically, the study assesses the manner in which each of the 10 skills contributes to the variance in the two segment scores. The literature is limited to efficacy studies related to programs used to teach reading, and prior studies addressing skills have failed to extend examination beyond correlations between phonological and phonemic awareness, and a student's ability to read. These issues were examined in the present research using assessment records of 541 kindergarten, first, and second grade students who had each been administered the 10 aforementioned decoding skills tests as well as a reading assessment administered in two parts (decoding and comprehension). All records reflected assessments occurring within the same school year for each student assessed. The dependent variables are scaled scores with a valid range from 100 to 350 and represent the combined reading score plus each of the two segment scores. Multiple regression analysis was employed to consider the predictive utility and examine the correlations between the variables. Hierarchical regression was employed to further scrutinize the variance accounted for by each decoding skill. As a group, the 10 decoding skills indicated that students scoring higher overall on decoding also scored higher on overall reading ability, segment 1, and segment 2 (p < .001). However, the coefficient of variation indicates the grouped decoding skills may not be useful for prediction purposes for the segment 1 assessment (CV = .103). Correlations between all independent variables and the dependent variables were moderate to high (.617 to .880), with the exception of Letter Identification and Matching Letters to Sounds which were low to moderate (.248 to .500). The correlation between Letter Identification and Matching Letters to Sounds was moderate (.579). Post hoc analysis indicated the inclusion of Letter Identification and Matching Letters to Sounds did not account for any statistically significant additional variance in the combined reading score (p = .459), the segment 1 score (p = .261), nor in the segment 2 score (p =.749). By itself decoding does not sufficiently predict reading ability. This study brings to light the nature of the relationship between discrete decoding skills and reading ability for early learners. The research identifies additional information for consideration by educators providing early literacy instruction which may help them zero in on difficulties students may be having as they advance in their literacy.
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Chanduloy, George Felix, and 陳炳江. "Design of a task-based reading ability test in English as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31948765.
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Chanduloy, George Felix. "Design of a task-based reading ability test in English as a foreign language." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12367746.
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Lecoko, Motlalepule Lebogang Elizabeth. "Applicability of a health literacy test from the U.S. in a South African population." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1005931.
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This thesis investigates the suitability and applicability of a health literacy test from the U.S. in a black, Xhosa-speaking, South African population. The concept of literacy is a controversial one which has been much debated, as it is not easy to classifY people as simply either literate or illiterate. As a result there are a number of definitions of literacy that vary with purpose and culture, but the most common one is that a person is literate if he/she can read and write. Estimating literacy from years of schooling is an inexpensive method but is also unreliable, since people generally read 3 to 5 grades below their stated educational level. This method affords little insight into the ability of patients to adequately function in a health care enviromnent, an ability which is referred to as functional health literacy. A number of health literacy tests such as the REALM (Rapid Estimate of Adult Literacy in Medicine) test have been developed to assess this skill. The REALM test is a word recognition test which places people into a relevant grade range estimate according to the number of words pronounced correctly. It appears to assume understanding of the word if the person is able to read that word correctly. In this project 125 black Xhosa-speaking respondents of varying educational levels who were literate in English were interviewed with the aid of an interpreter. Comprehensive demographic data were collected. Respondents were first asked to read all 66 words aloud during which time pronunciation was checked, and thereafter they were asked to explain each word. It was found that the ability to automatically decode and read the words did not necessarily guarantee comprehension of these words. Many of the words proved to be unfamiliar to the majority of the Xhosa respondents who were able to pronounce them correctly, but could not explain them. These tended to be phonetically transparent words which were therefore more accessible to the unfamiliar reader. This research has proven to be of great value in helping identify such words which should be substituted with simpler words for use in health information materials. A number of words could neither be pronounced nor understood by the population majority and, interestingly, a small group of words could not be pronounced but were satisfactorily explained by some respondents. The results showed an extremely poor correlation between the stated educational level and the REALM grade range estimate. This emphasizes the inappropriateness of years of formal schooling as an indicator of functional health literacy. The criteria were established for deciding cases in which the REALM test could be applied (or succeeds) and when it is inapplicable (or fails). It was found to be inapplicable in 41% of cases which clearly indicates that, in its current form, it is not a valid, reliable test to use in determining health literacy in this English second language population. It can, however, be used as a basis fur the development of a more appropriate test. Recommendations for future research direction are presented and an alternative structure for a health literacy test is suggested.KMBT_363
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Hardy, Dianne B. "The construction and validation of an original sight-playing test for elementary piano students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
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Karnes, Saundra P. "Comprehension performance of average readers using a summarization strategy with test patterns varied." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/53604.
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Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing.
Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions.Ed. D.
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Gaulton, Cecilia M. "A study of the relationships among reader self-perceptions, early reading ability, reading attitudes and gender in grade two students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64771.pdf.
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Budinko, Victoria Ann Sanabria. "Relationship between early entrance age and "at-risk" students in later years." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1069.
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Kihara, Jane J. "The performance of reading disabled 3rd to 6th graders on the Token test for children." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3694.
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Many different versions of the original Token Test (De Renzi and Vignolo, 1962) have been available to speech language pathologists as a language assessment tool with various populations. The most recently adapted version of the Token Test is the Token Test for Children developed by DiSimoni (1978) as a measure to detect subtle receptive language abilities in children.
The purpose of this study was to determine ii a significant difference existed between reading disabled and normal readers on syntactic and memory abilities on the Token Test for Children and if a difference existed between reading disabled students in grades 3 - 6 and dyslexic adolescents in grades 7 - 12 from the Whitehouse (1983) study.
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Gust, Korrine M. "The effects of professional development for early childhood educators on emergent literacy." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336621.
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This research study had two primary purposes. The first purpose was to evaluate the effectiveness of professional development training sessions with early childhood educators by measuring the emergent literacy skills of their students. The second purpose was to begin to establish concurrent validity for a fairly new skills-based instrument with an established norm-referenced instrument.A pretest-posttest design to assess the children's emergent literacy skills was utilized. After the pretest was conducted with the subjects, ages 3-5 years old, their teachers from the experimental group attended professional development sessions to address emergent literacy strategies for their early childhood classrooms. The teachers in the control group did not participate in the professional development sessions. At the conclusion of the intervention period the children's emergent literacy skills were posttested.The pretest and posttest assessments were conducted following best practice guidelines for early childhood education assessments. The early childhood educators who knew the children well completed the skills-based instrument through an observation process with a rating scale. The primary researcher conducted the norm-referenced instrument with each of the children in a one-on-one situation at the child's early childhood center.The scores of the two instruments were analyzed to evaluate the gains of the children, the significance of independent variables, and to examine the relationship between the two instruments. The data showed that the children in the treatment condition did make significant gains over the control group in the area of Readiness skills, but not in other areas assessed. Additionally, the independent variables of subject's gender and teacher's years of experience were significant for few of the subscales of the assessment tools. This study did begin to establish concurrent validity for the Language Arts Objective Sequence (LOS) with the Test of Early Reading Ability-Third edition (TERA-3). The LOS did possess internal consistency and demonstrated a positive correlation with the TERA-3 at the pretest. Further studies to establish concurrent validity with posttests as well as pretests need to be conducted.Department of Special Education
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Triga, Anastassia. "The development and standardization of a test of reading ability for Greek students at the elementary school." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619825.
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Phillips, Jennifer E. "A study of the relationships among reader self-perceptions, early reading ability and gender in grade-one students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34218.pdf.
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Condron, Dennis J. "Stratification, skill grouping, and learning to read in first grade." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1113411746.
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Thesis (Ph. D.)--Ohio State University, 2005.Document formatted into pages; contains x, 133 p.; also contains graphics. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 May 2.
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VanLoo, David B. "Adequacy of written spelling fluency as a dynamic indicator of phonological awareness and the alphabetic principle in kindergarten and first grade students /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095280.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.
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Leung, Nga-ki Kate, and 梁雅琪. "Early identification screeners for preschool children at-risk for reading difficulties in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589288.
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Sutherland, Dean Edward. "Phonological representations, phonological awareness, and print decoding ability in children with moderate to severe speech impairment." Thesis, University of Canterbury. Communication Disorders, 2006. http://hdl.handle.net/10092/1292.
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The development of reading competency is one of the most significant pedagogical achievements during the first few years of schooling. Although most children learn to read successfully when exposed to reading instruction, up to 18% of children experience significant reading difficulty (Shaywitz, 1998). As a group, young children with speech impairment are at risk of reading impairment, with approximately 50% of these children demonstrating poor acquisition of early reading skills (Nathan, Stackhouse, Goulandris, & Snowling, 2004; Larivee & Catts, 1999). A number of variables contribute to reading outcomes for children with speech impairment including co-occurring language impairment, the nature and severity of their speech impairment as well as social and cultural influences. An area of research that has received increasing attention is understanding how access to the underlying sound structure or phonological representations of spoken words stored in long-term memory account for reading difficulties observed in children (Elbro, 1996; Fowler, 1991). Researchers have hypothesised that children with speech impairment may be at increased risk of reading disability due to deficits at the level of phonological representations (Bird, Bishop, & Freeman, 1995). Phonological representation deficits can manifest in poor performance on tasks that require children to think about the sound structure of words. Knowledge about the phonological components of words is commonly referred to as phonological awareness. Identifying and manipulating phonemes within words are examples of phonological awareness skills. Some children with speech impairment perform poorly on phonological awareness measures compared to children without speech difficulties (Bird et al., 1995; Carroll & Snowling, 2004; Rvachew, Ohberg, Grawburg, & Heyding, 2003). As performance on phonological awareness tasks is a strong predictor of early reading ability (Hogan, Catts, & Little, 2005), there is an important need to determine if children with speech impairment who demonstrate poor phonological awareness, have deficits at the level of phonological representations. This thesis reports a series of studies that investigated the relationship between phonological representations, phonological awareness, and word decoding ability in children with moderate to severe speech impairment. A child with complex communication needs (CCN) who used Augmentative and Alternative Communication (AAC) was also examined to determine how the absence of effective articulation skills influences the development of phonological representations. The study employed a longitudinal design to compare the performance of nine children (aged 3:09-5:03 at initial assessment) with moderate to severe speech impairment and 17 children with typical speech development on novel assessment measures designed to determine characteristics of children's phonological representations. The tasks required children to judge the accuracy of spoken multisyllable words and newly learned nonwords. The relationships between performance on these tasks and measures of speech, phonological awareness and early print decoding were also examined. Four assessment trials were implemented at six-monthly intervals over an 18-month period. The first assessment trial was administered approximately 6 to12 months before children commenced school. The fourth trial was administered after children had completed 6 to 12 months of formal education. The child with CCN completed three assessment trials over a period of 16 months. Data analyses revealed that the children with speech impairment had significantly greater difficulty (p<0.01) judging mispronounced multisyllable words compared to their peers with typical speech development. As a group, children with speech impairment also demonstrated inferior performance on the judgment of mispronounced forms of newly learned nonwords (p<0.05). No group differences were observed on the judgment of correctly pronounced real and nonword stimuli. Significant group differences on speech production and phoneme segmentation tasks were identified at each assessment trial. Moderate to high correlations (i.e., r = 0.40 to 0.70) were also observed between performance on the phonological representation tasks and performance on phonological awareness and speech production measures at each trial across the study. Although no significant group differences were observed on the nonword decoding task, 4 of the 9 children with speech impairment could not decode any letters in nonwords (compared to only 1 child without speech impairment) at the final assessment trial when children were 6-years-old. Two children with speech impairment showed superior nonword decoding ability at trial 3 and 4. The within-group variability observed on the nonword decoding task highlighted the heterogeneity of children with speech impairment. The performances of four children with speech impairment with differing types of speech error patterns were analysed to investigate the role of phonological representations in their speech and phonological awareness development. The child with delayed speech development and excellent phonological awareness at trial 1, demonstrated superior phonological awareness and word decoding skills at age 6 years, although his performance on phonological representation tasks was inconsistent across trials. In contrast, a child with delayed development and poor early phonological awareness demonstrated weak performance on phonological representation, phonological awareness, and decoding at each successive assessment trial. The child with a high percentage of inconsistent speech error patterns generally demonstrated poor performance on phonological representation, phonological awareness and decoding measures at each of the 4 assessment trials. The child with consistent and unusual speech error patterns showed increasingly stronger performance on the phonological representation tasks and average performance on phonological awareness but limited word decoding ability at age 6. The 11-year-old girl with CCN, whose speech attempts were limited and unintelligible, demonstrated below average performance on phonological representation tasks, suggesting that an absence of articulatory feedback may negatively influence the development of well-specified phonological representations. This thesis provides evidence for the use of receptive tasks to identify differences in the phonological representations of children with and without speech impairment. The findings also provide support for the link between the representation of phonological information in long-term memory and children's speech production accuracy, phonological awareness and print decoding ability. The variable performance of some children with speech impairment and the child with cerebral palsy demonstrate the need to consider individual characteristics to develop an understanding of how children store and access speech sound information to assist their acquisition of early reading skills.
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Ringhauser, John T. Huffman Jane Bumpers. "The effects of pre-kindergarten on Spanish-speaking bilingual students taking the third grade TAKS Reading test." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/ark:/67531/metadc12191.
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Stevens, Meighan Noelle. "Comparing Two Individually Administered Reading Assessments for Predicting Outcomes on SAGE Reading." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6697.
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Accountability for student learning outcomes is of importance to parents and school and district administrators, especially since the passage of The No Child Left Behind Act in 2001. The requirement for high-stakes testing to measure progress has fostered interest in ways to monitor student preparedness during the school year. This study used 2014 and 2015 test data from of 154 students from one elementary school to measure the correlation between individually administered Kaufman Test of Educational Achievement Brief Reading and DIBELS Next reading assessments and outcomes on the high-stakes Utah SAGE test. This correlational study used Pearson correlation coefficients to determine redundancy across the tests, and used multiple regression to assess how well scores on the KTEA and DIBELS Next tests predict students' subsequent scores on the SAGE test. Results indicate that DIBELS Next was a strong predictor of SAGE outcomes while KTEA Brief results were moderate predictors.
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Hyacinth, Elke. "The Effect of STEM and non-STEM Education on Student Mathematics Ability in Third Grade." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7809.
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Although early mathematics instruction is predictive of future mathematics achievement, the effects of STEM-based mathematics instruction on mathematics gains in elementary school have been largely unexplored. The purpose of this quantitative study was to determine whether mathematics scores from third grade student state-mandated standardized mathematics test differ between students who were enrolled in STEM schools and students who were enrolled in non-STEM schools in the largest school district located in a Southwestern state in the United States. Polya's problem-solving heuristics formed the theoretical framework because of their relevance to concepts on the third grade mathematics test. Two research questions focused on intraindividual changes and interindividual changes over time in standardized mathematics test scores of third grade students who were enrolled in 18 STEM and 18 non-STEM schools. Analyses included growth curve modeling and a one-way random effect ANOVA to determine individual growth trajectories of mathematics test scores from individual schools over time from 2012 through 2017. The results indicated that there were no intraindividual differences in growth over time within schools, and there were interindividual changes in growth over time between schools, but the changes could not be explained by the independent variables, STEM and non-STEM schools. Findings were not consistent with the literature, which indicated early STEM-based mathematics instruction is more beneficial than traditional instruction. This study offers implications for positive social change by demonstrating equivalent results of STEM to non-STEM instruction, which may encourage more hands-on, inquiry-based learning for all children.
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Ringhauser, John T. "The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc12191/.
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The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS Reading test scores. The two questions that guided this study are: (1) As measured by the third grade TAKS reading test, what is the relationship between those limited english proficient (LEP) Spanish-speaking children who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program? and (2) As measured by the third grade TAKS Reading test, how do the test scores of those LEP Spanish-speaking third graders who attended the district's pre-k program in 2000-2001 and testing in 2005, differ from those who attended the district's pre-k program in 2001-2002 and testing in 2006? The research study used a quantitative methodology designed as causal-comparative analysis. Independent t-tests were used to determine if there were any significant differences in test scores of third graders between the two groups of students. Although the results of the statistical analysis revealed some isolated statistically significant differences between those Spanish-speaking bilingual students who attended pre-kindergarten and those who did not, the data showed no real differences in the test scores of those students.
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Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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Burgoyne, Christine Anne. "The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
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Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.
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Chester-d'Albertis, Lynn Marie. "Consequences of no child left behind how retention impacts learning gains on the Florida Comprehensive Assessment Test in a Northwest Florida school district /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000096.
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Allen, Dave L. "An examination of the relationship between teachers' perceptions of their school's ability to foster a culture of resilience and student outcomes on the Ohio sixth grade reading proficiency test." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1085087026.
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ALLEN, DAVE L. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF THEIR SCHOOL'S ABILITY TO FOSTER A CULTURE OF RESILIENCE AND STUDENT OUTCOMES ON THE OHIO SIXTH GRADE READING PROFICIENCY TEST." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085087026.
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Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.
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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.
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Lenz, Gabriele. "Spelling instruction for beginning writers in whole language classrooms." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/990.
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Teachers of beginning writers, who believe in a whole language philosophy for teaching language arts, are faced with the challenge of integrating spelling instruction into their writing programs. Traditional approaches that involve word lists and weekly spelling tests are not in accordance with whole language beliefs.
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Starr, Tina Grahovac. "The German Proficiency Exam at Brigham Young University : a validation study /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2449.pdf.
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O'Donoghue, Elizabeth Lindsay. "An exploration into self-extending systems in early literacy in English of Grade One isiXhosa speaking learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003414.
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The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy processing systems that work, that is, they enable children to continue to learn to read by reading and to write by writing. Within this context, the research explored the role of oral language in learning to read and write in English. Consideration was given to the potential for transfer of the principles that underlie Reading Recovery to South African mainstream classrooms in an attempt to raise literacy outcomes for all. This is a particularly urgent need in South Africa where many attempts to tum around poor trajectories of literacy learning do not seem to have the desired long term effects. The results of the research showed that the children began to actively engage in their English literacy learning within a network of strategies, primarily motivated by making meaning of their texts. The findings of the research suggested that a mismatch of needs and instructional procedures was evident here in this formative stage of second language literacy learning. The results suggested that children who were already educationally at risk for a multitude of reasons, were being set back even further by instructional approaches that were unresponsive to their linguistic needs.
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Svensson, Sofie, and Louise Wisell. ""Icetice" - eller hur man stavar till ingenting : En feltypsanalys av stavningen hos elever i årskurs 2." Thesis, Linköping University, Department of Clinical and Experimental Medicine, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-56908.
Full textAbstract:
Stavning är en komplex förmåga och lite undersökt, därför var syftet med föreliggande studie att analysera stavningsförmågan hos elever i årskurs 2. Deltagarna var 86 elever, 63 med läs- och skrivsvårigheter och 23 utan läs- och skrivsvårigheter. Elevernas stavfel av nonord och riktiga ord analyserades utifrån fyra klassificeringssystem med avseende på olika feltyper. Även korrelationsberäkningar mellan stavning och andra kognitiva förmågor utfördes. Resultatet visade att de utan läs- och skrivsvårigheter presterade signifikant bättre än de med läs- och skrivsvårigheter framför allt på testet av nonord. Korrelationsberäkningarna visade att det fanns ett samband mellan stavning och läsning samt stavning och fonologi. Dessa resultat visar att gruppen med läs- och skrivsvårigheter har fonologiska brister som påverkar stavningen. Utifrån analyserna ges förslag på ett nytt felklassificeringssystem på svenska samt hur ett bra stavningstest bör vara uppbyggt för att fånga så många aspekter som möjligt av en elevs stavning. Även hur detta kan vara till nytta i logopeder och lärares verksamheter diskuteras.
Spelling is a complex ability and few studies have been carried out on this topic. Therefore, the purpose of the present study was to analyse the spelling ability among children in grade 2. In this study 86 pupils participated, 63 with reading difficulties and 23 with typical reading ability. The children’s misspellings of nonwords and real words were analysed using four different classification systems of misspellings. Correlations between the spelling ability and other cognitive abilities were made. Results showed that the group with typical reading ability performed significantly better than the group with reading difficulties, especially on the test of nonwords. Calculations showed correlations between spelling and reading and also between spelling and phonology. The results of the present study show that the group with reading difficulties has phonological deficits that affect their spelling. The analysis also suggests guiding principles for a new Swedish classification system of misspellings and a Swedish test of spelling ability. It also includes how the classification system and the test can be used in the work of speech therapists and teachers.
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Liau, Guey-Jiuan, and 廖桂涓. "The Analysis of the Chinese Reading Test of General Scholastic Ability Test." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/43840181905023298238.
Full textAbstract:
碩士國立臺中教育大學
語文教育學系碩博士班
99
The goal of General Scholastic Ability Test is to identify. The knowledge and ability of the language learning of candidates colleges’. Most of the items of this test are presented by reading comprehension. This items of researcher by using Gagné’s (1985) "reading process" as a criterion. The purpose of this study is to distinguish the abilities of reading comprehension for the low-level (decoding, literal comprehension, inferential comprehension) and high-level (comprehension monitoring) of GSAT. Rresearcher analysis and evaluation the content of reading test of General Scholastic Ability Test. Accordingly, the researcher gets the conclusions as follows: 1. Only 26% of “cloze test” examines the high-level ability of reading of candidates. 2. Only 10% of “restructuring” examines the high-level ability of reading of candidates. 3. Only 32.9% of “content comprehension of article” examines the high-level ability of reading of candidates specifically, (1) Only 19.8% of choice items examines the high-level ability of reading of candidates. (2) Only 46% of Non-choice items examines the high-level ability of reading of candidates. Overall, there was only 37.1% of the reading questions which can test the candidate's high-level reading ability, which did not match with the theory of Chall (1983) that 18 years should have, and course objectives of " the senior high school curriculum standard "and " the curriculum’s guidelines on senior high school ". According to these conclusions, some suggestions were provided: 1.The researchers of College Entrance Examination Center need to check the topic and direction about the examined content , in addition to the required principles and content of the proposition, also can test the "high-level" reading ability. 2.High school teachers should strengthen students the abilities of critical thinking, the response ability of open questions and the application reading ability. 3.The article in the questions of GSAT should provide sufficient information to enable candidates to determine the correct option. And then , it would be the best that choose the more difficult articles which can through express feelings and reasoning to show "read between the lines". 4.In the future studies, researchers can study “The Basic Competence Test for Junior High School Students” with the same standard as this research. It could develop the theories of each test type, when the number of questions to be enough. It would provide the clear principles for teachers to design the questions in future.
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"Enhancing children's reading ability and vocabulary growth through dialogic reading and morphology training." 2005. http://library.cuhk.edu.hk/record=b5892678.
Full textAbstract:
Chow Wing-yin.Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 62-73).
Abstracts in English and Chinese; questionnaires in Chinese.
Acknowledgements --- p.i
Table of contents --- p.iii
Abstract (English) --- p.v
Abstract (Chinese) --- p.vi
Chapter Chapter One --- Introduction --- p.1
Emergent Literacy and Language Development
Situation in Hong Kong
Parent-child Reading
Interaction during Parent-child Reading
Dialogic Reading
Dialogic Reading and Linguistic Skills
Phonological Awareness and Chinese Acquisition
Morphological Awareness and Chinese Acquisition
"Objectives, Design and Hypothesis of the Present Study"
Chapter Chapter Two --- Method --- p.22
Participants
Measures
Procedure
Chapter Chapter Three --- Results --- p.35
Pretest Measures
Storybook Identification
Group Improvement
Follow-up Questionnaire
Responses to the Morphological Construction task
Dialogic reading and morphology trainingiv
Chapter Chapter Four --- Discussion --- p.49
Effectiveness of Dialogic Reading
Effectiveness of Dialogic Reading with Morphology Training
Effectiveness of Typical Reading
Significance of the Results from the Present Study
Limitations and Suggestions
Conclusion
References --- p.62
Appendices --- p.74
Chapter A. --- Children's questionnaire on reading
Chapter B. --- Storybook identification task
Chapter C. --- Demographic questionnaire
Chapter D. --- Follow-up questionnaire for the dialogic reading condition
Chapter E. --- Follow-up questionnaire for the dialogic reading with morphology condition
Chapter F. --- Titles of storybooks
Chapter G. --- Dialogic reading guideline
Chapter H. --- Dialogic reading bookmark
Chapter I. --- Morphology training guideline
Chapter J. --- Sample items of morphological construction training
Chapter K. --- Sample items of homophone training
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Mei-Chi, Wu, and 吳美琪. "The Effectiveness of Two Early Reading Training Programs on Reading Ability in Taiwanese EFL Young Poor Readers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/46165075101309326408.
Full textAbstract:
碩士國立台北師範學院
兒童英語教育研究所
94
The purpose of the study was to investigate the effects of two early reading training programs in Taiwanese EFL young poor readers on overall early reading ability (including phonological awareness skills and word recognition). The subjects of this study were 33 fourth-graders with reading difficulty from an elementary school in Taipei City. They were divided into two groups: Training Program A with 17 students and Training Program B with 16 students. During the ten weeks of the experimental period, all subjects had two 30-minute English classes per week. The reading training programs consisted of two phases: phonological awareness (4 weeks) and phonics (6 weeks). In the first week of the reading training program, students in both groups received the same training: phonological awareness on word and syllable levels. From 2-10 weeks, students in Training Program A received phonological awareness and phonics instruction (word sort approach) focusing on onset-rime level while students in Training Program B received phonological awareness and phonics instruction (word box approach) focusing on phonemic level. All subjects received the pretest before the implementation of training. The pretest included phonological awareness tasks, and word recognition tests. Phonological awareness tasks consisted of five subtests: onset/rime blending, onset/rime segmentation, phoneme blending, phoneme segmentation, and oddity task. Word recognition tests included word identification, reading out nonsense words and sentences. After the training programs, all subjects took the posttest, which was the same version as the pretest. The results of the study were as follows: By comparing within-group performance, Training Program A and Training Program B appeared to have significant merits on overall early reading performance (including phonological awareness, and word recognition) after the implementation of the reading training programs. By comparing between-group performance in the pretest, there were no significant differences between two groups before the implementation of the early reading training programs. However, in the posttest, students in Training Program B significantly outperformed those in Training Program A on measures of overall early reading ability and word recognition. As for the subtasks of phonological awareness, students in Training Program B significantly outperformed those in Training Program A in the subtask of phoneme segmentation. On the other hand, in the subtask of onset/rime segmentation, the mean score of Training Program A was higher than that of Training Program B. The findings revealed that Training Program A and Training Program B were effective early reading trainings to Taiwanese EFL young poor readers. Besides, Training Program B (focusing on phonemic level of phonological awareness and phonics instruction) was more effective than Training Program A (focusing on onset/rime level of phonological awareness and phonics instruction) on measures of overall early reading ability and word recognition. These findings can provide EFL teachers as reference resources to help students with reading difficulties.
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DeGraff, Amanda J. Torgesen Joseph K. "Monitoring growth in early reading skills validation of a computer adaptive test /." Diss., 2005. http://etd.lib.fsu.edu/theses/available/etd-03312005-151833/.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2005.Advisor: Dr. Joseph K. Torgesen, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed June 9, 2005). Document formatted into pages; contains vii, 56 pages. Includes bibliographical references.
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Lin, Fang-Yang, and 林芳仰. "The Study of Build Self-question Reading Test Site for Elementary School Children to Improve Reading Comprehension Study Ability." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/03904529224728432673.
Full textAbstract:
碩士國立臺北教育大學
教育傳播與科技研究所
102
This study aims to guide students to learn self-questioning strategies on the self-questioning learning website, based on PISA reading literacy assessment. This website contains three reading test modules-QAR self-questioning reading tests, general self-questioning reading tests, and traditional reading tests. There are ten articles for three sixth grade classes over a ten-week period. Statistical analysis is performed before and after the reading comprehension and self-questioning. Student satisfaction surveys are made to provide recommendations for future research and references on teaching learning. The results of this study are as follows: 1. Reading comprehension: Learning results for “QAR self-questioning reading tests groups” and “general self-questioning reading tests groups” are better than “traditional reading tests groups”. 2. For the aspect of PISA reading comprehensions; 1) Integration and Interpretation: Learning results for “QAR self-questioning reading tests groups” and “general self-questioning reading tests groups” learning results are better than “traditional reading tests groups”. 2) Reflection and Evaluation: “QAR self-questioning reading tests groups” is better than “general self-questioning reading tests groups” and “traditional reading tests groups”. 3. Self-questioning: “QAR self-questioning reading tests groups” is better than “traditional reading tests groups”. 4. Students hold positive attitude on this self-questioning learning website.
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Lu, Jen-ju, and 盧珍予. "An Analysis of the Reading Comprehension Test Given in the English Subject Ability Test in Taiwan and Its Pedagogical Implications." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/16317774621717130486.
Full textAbstract:
碩士國立政治大學
英語教學碩士在職專班
90
The purpose of this study is to present the results of a qualitative analysis and a quantitative analysis of the reading comprehension test items on the 1995-2002 English Subject Ability Test. Specifically, this study aims to promote a better understanding of the content and construct domain of the reading comprehension section and the current tendencies in the English SAT. This study also serves as a practical guide for teachers to English reading instruction and to testing preparation courses. This study adopts both qualitative and quantitative analyses. The qualitative analysis is done by examining question types, text material, test items, test variables, the examinee’s performance, etc. The quantitative analysis is done by computing the discriminatory power, the passing rate, the frequency distribution of the question type, the correlations between question types, etc. The results of this study are summarized as follows. (1) The frequency distribution of the question type has been analyzed. (2) The comparison of proficient and less proficient examinees’ performance on each question type has been made. (3) The test variables accounting for examinees’ performance have been found. (4) Difficulties in reading comprehension and in test-taking process have been identified. (5) Some significant pedagogical implications have been drawn. In sum, this study has some pedagogical implications for high school English teachers and indicates a direction to steer English reading instruction in Taiwan senior high schools.
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GUO, CHU-EN, and 郭筑恩. "Research on the development of inferential ability and Verify the appropriateness of the Reading Inference Test." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4mxyus.
Full textAbstract:
碩士國立中正大學
教育學研究所
107
The purpose of this study was to establish the reliability and validity of the Reading Inference Test constructed by the Cognitive and Learning Laboratory of National Chung Cheng University and explore elementary students’ development of inferential ability. The participants were elementary students of 106 third graders and 100 fifth graders, respectively. The Reading Inference Test, consisting of multiple-choice questions and open-ended questions, was administered to compare the difference in performance regarding different types of questions. The internal consistency reliability indicated by cronbach α ranged from .716 to .848. In addition, Students’ scores of the Reading Inference Test correlated with the Chinese Reading Comprehension Test, the Reading Growth Test, and the Superordinate Concept Test. The results of the research were as follows: 1. The Reading Inference Test presented acceptable reliability and validity. 2. The Reading Inference Test demonstrated variance in performance on different types of questions. 3. The performance of students in different grades showed significant difference in Reading Inference Test. 4. Also, the performance of students with different abilities suggested considerable difference in Reading Inference Test. Further, several suggestions for educational application were provided.
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Cheng, Jui-chih, and 鄭瑞芝. "Strategies in Response to the Reading Comprehension Items on the 2009 General Scholastic Ability English Test." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00632627875779514379.
Full textAbstract:
博士國立臺灣師範大學
英語學系
100
This study describes the responding strategies that test takers used on the reading comprehension subtest of the 2009 General Scholastic Ability English Test [GSAET]. The investigation focused on the examinees’ response strategies for: (1) 16 reading comprehension items in general; (2) 7 types of reading comprehension items; and (3) the most and least challenging test items. Verbal report data were collected from 18 12th graders across proficiency levels, i.e., 6 high achievers, 6 average achievers, and 6 low achievers. Participants worked on the reading comprehension subtest of the 2009 GSAET, containing four 248-298 word passages with four items. Participants’ verbal report was evaluated to determine strategy use based on the modified versions of Cohen and Upton’s reading and test-taking strategies coding rubrics (2006). The participants used a total of 18 reading strategies and 36 test taking strategies in response to the 16 reading comprehension items. The high achievers selected or discarded the options through textual meaning 80% of the time; the average achievers, 50% of the time; and the low achievers, only 30% of the time. In response to the reading comprehension items, the high achievers generally showed a consistent pattern in the use of the main response strategies for different types of questions, whereas the average and low achievers resorted to a variety of test taking strategies. In response to global questions, e.g., questions on the main idea or purpose of the passage, the high achievers generally selected the options through passage overall meaning. In response to local questions, e.g., questions asking for vocabulary meaning, a specific referent, inference, specific information, cause-effect relationship, or details of the passage, the high achievers generally went back to the passage, read carefully for the clues, and selected the options through vocabulary, sentence, or paragraph meaning. They generally selected or discarded the options through textual meaning instead of test-wiseness strategies. In response to the most challenging question, Q44, which required the respondents to integrate information conveyed across paragraphs and justify the correctness of the statements in four options, most of the participants read the question and then went back to the passage, carefully reading a potion of the passage to look for clues. While the high achievers generally selected and discarded options through textual meaning, none of the average and low achievers selected the option through textual meaning. Showing difficulty comprehending the passage and wrestling with the option meaning, the average and low achievers used more test-taking strategies in response to the question. They relied more on their background knowledge and the key word association strategy in their option selection. In response to one of the least challenging items, i.e., Q48, all of the participants manipulated relatively fewer response strategies and successfully selected the option. But the strategy of verifying the referent was used at a much lower frequency rate than the test-wiseness strategy of key-word matching among the average and low achievers. Half of the average achievers and all of the low achievers selected the option through key-word matching strategy. The response strategies thus did not seem appropriate for the purpose of the item and provided weak evidence for theory-based validity. This study showed that examinees of different proficiency levels processed the passages/tasks differently. The high achievers, whose English proficiency had reached a certain level required of the 2009 GSAET, were able to read the passages efficiently and completed most of the test items successfully. The low achievers, whose English proficiency had not reached a certain level to cope with most of the test items, wrestled with the meanings of the words in the passages/tasks and failed to process the passages/tasks globally. The findings provide insights into the construction of L2 reading tests. They suggest that questions with the correct option containing key words in the passage are likely to be easier than questions without; questions with distracters containing words in the passage but describing something irrelevant to the passage are likely to be more challenging than those without; and questions with options involving statements which can be judged wrong from the examinees’ background knowledge do not make attractive distracters. They also confirm the importance of sequencing test items by difficulty, with easy items preceding challenging ones. The findings also provide pedagogical implications, suggesting that L2 teachers may assist learners to cope with difficulties in reading by improving word-level competences and promoting use of comprehension strategies from a range of texts appropriate to learners’ proficiency levels.
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Nomi, Takako. "Educational stratification in early elementary school the causal [sic] effect of ability grouping on reading achievement /." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1499/index.html.
Full text
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Skalicky, Aaron E. "The relationship between early visual processing and reading ability : investigation of temporal processing in adults and children." 2002. http://purl.galileo.usg.edu/uga%5Fetd/skalicky%5Faaron%5Fe%5F200205%5Fphd.
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CHEN, HONG-JIE, and 陳鴻杰. "A Study of EFL Reading Test-Taking Strategies Used by Senior High School Students in Southern Taiwan:the GSAT (General Scholastic Ability Test) English." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/xbc3h5.
Full textAbstract:
碩士國立屏東大學
應用英語學系碩士班
106
In the traditional English courses, reading is considered the most important skill in teaching (Susser & Rob, 1990). For the second language learners, the use of effective reading strategies will affect their understanding of the texts. Most Taiwanese senior high school students, however, are passive learners in English reading and lack of knowledge of strategy use. To date, compared to the existing literature of language learning strategies, merely a few studies address the issues on the GSAT English reading strategies test-taking use. This study was to explore the EFL English reading test-taking strategy use adopted by 206 of four 12th-grade senior high school students in Kaohsiung County. They were classified into the high-proficiency group, the middle-proficiency group, and the low-proficiency group, the high-, mid-, and low-proficient were chosen based on their graded scores of the GSAT English 2017. Instruments included one reading strategy questionnaire and interviews were also conducted to obtain qualitative information. The followings are the important findings of the study: (1) students utilized more metacognitive strategies; (2) senior high school students employed more monitoring in metacognitive, secondly, planning, whereas they employed fewer evaluating strategies; (3) senior high school students used more integrating in cognitive, secondly, initial reading, then, identifying important information, whereas they used fewer inference making strategies; (4) there were significant differences among high-, mid-, and low-achievers in their overall types of strategy use. Besides, low-achievers applied fewer metacognitive and cognitive strategies. Finally, the results of the study will improve our understanding of Taiwanese senior high school students’ English test-taking strategy use, and also pedagogical implications for English instructors and suggestions for further studies are provided.
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Peller, Sarah. "The ability of early reading measures administered in first grade to predict fourth grade reading comprehension for Puerto Rican students in English immersion." 2014. https://scholarworks.umass.edu/dissertations/AAI3615439.
Full textAbstract:
The present study examined the relationship between children's early literacy-related abilities and their reading achievement in late elementary school in the context of a Puerto Rican community in Massachusetts. The researcher examined four years of student achievement test data from the public elementary schools of Holyoke, Massachusetts. The city's particular sociologic history makes it an interesting and fruitful case for investigating issues around language, culture, and test performance that, while uniquely expressed in Holyoke, share aspects in common with many locales across the United States. The researcher sought to determine the extent to which literacy assessments administered to Hispanic children in Holyoke under Reading First grants and NCLB's high-stakes testing requirements measured the constructs they intended to measure, the value of the testing in terms of its ability to predict the students' performances on the state language arts exam in the fourth grade, and the way that children's English language proficiency may have influenced the measures' predictive ability as well as the students' progress in acquiring age-appropriate literacy abilities. Confirmatory factor analysis techniques were used to assess the construct validity of literacy-related subtests for this sample. Finally, structural equation modeling was utilized to identify and test a model quantifying the relationships between subjects' home language, early decoding ability, reading fluency rate and reading comprehension scores. Results suggest that although students whose home language is Spanish perform more poorly that those whose home language is English on both first and fourth grade reading tests, there was no group difference found in the degree to which the early literacy measures predicted their fourth-grade reading comprehension. A single factor comprised of a variety of first grade reading measures was able to account for 56% of the variance of the students' performance on a reading comprehension state exam in the fourth grade.
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"The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9482.
Full textAbstract:
abstract: The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills - Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test (TerraNova-Reading) administered at the conclusion of second- and third-grade. Participants were sixty-five English Language Learners (ELLs) learning to read in a school district adjacent to the U.S.-Mexico border. DIBELS-ORF and TerraNova-Reading scores were provided by the school district, which administers the assessments in accordance with state and federal mandates to monitor early literacy skill development. Bivariate correlation results indicate moderate-to-strong positive correlations between DIBELS-ORF scores and TerraNova-Reading performance that strengthened between grades one and three. Results suggest that the concurrent relationship between oral reading fluency scores and performance on standardized and high-stakes measures of reading comprehension may be different among ELLs as compared to non-ELLs during first- and second-grade. However, by third-grade the correlations approximate those reported in previous non-ELL studies. This study also examined whether the Peabody Picture Vocabulary Test (PPVT), a receptive vocabulary measure, could explain any additional variance on second- and third-grade TerraNova-Reading performance beyond that explained by the DIBELS-ORF. The PPVT was individually administered by researchers collecting data under a Reading First research grant prior to the current study. Receptive vocabulary was found to be a strong predictor of reading comprehension among ELLs, and largely overshadowed the predictive ability of the DIBELS-ORF during first-grade. Results suggest that receptive vocabulary scores, used in conjunction with the DIBELS-ORF, may be useful for identifying beginning ELL readers who are at risk for third-grade reading failure as early as first-grade.Dissertation/Thesis
Ph.D. Educational Psychology 2011
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Smith, Stephen William 1981. "The mediating effects of rapid automatized naming on children's inattention symptoms and word-reading ability." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3441.
Full textAbstract:
Attention Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) are among the most common childhood disorders (American Psychiatric Association, 2000) and co-occur significantly more frequently than expected by chance (Dykman & Ackerman, 1991; Semrud-Clikeman et al., 1992). Similar processing deficits are seen in children with ADHD and children with RD, one of which is rapid automatized naming (RAN) (Denckla & Cutting, 1999). These continuous performance tasks require quick naming of visually represented stimuli. Uncertainty about what RAN actually measures, however, makes drawing conclusions about relations to ADHD and RD difficult (Tannock, 1998). By better understanding the cognitive processes involved in RAN, and how those processes relate to ADHD and RD symptoms, the relations among RAN, ADHD, and RD might be better understood.
The current study sought to identify variables that would help explain ADHD and RD children’s difficulty with RAN. Five fundamental, neurocognitive skills were hypothesized to be related to RAN performance, ADHD, and reading disability. The effect of children’s phonological awareness, processing speed, working memory, fine-motor speed, and reaction time on their RAN performances was measured. The extent to which these same variables were related to inattention symptoms severity and word-reading ability was also assessed. Finally, the extent to which RAN mediated the effects of neurocognitive skills on inattention symptoms and word-reading ability was measured. By simultaneously measuring the hypothesized relations among variables, the processing deficits responsible for ADHD and RD children’s problems on RAN may be revealed.
Structural equation modeling was used to analyze assessment data (i.e., neurocognitive, RAN, and word-reading performance scores; parent-report of inattention symptoms) of 183 children who received neuropsychological evaluations. Results indicated the following significant direct effects: phonological awareness and working memory on word-reading ability, processing speed and working memory on RAN, and RAN on word-reading ability. A possible significant mediation effect of processing speed on word-reading ability through RAN was also shown. Significant effects of study variables on inattention symptoms were not shown, which limited conclusions about RAN’s relation to ADHD. Results are of practical importance in RD assessment because the relation between RAN and word-reading ability was shown to involve processes beyond phonology.text
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Lu, Mei-Yu, and 呂美妤. "Research to establish and apply the norm of The Manipulation Test of Early Numerical Ability for five-year-old learners." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/15840910015996445418.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
100
This study aimed to establish and apply the norm of The Test of Early Numerical Ability for five-year-old learners in Taiwan. The researcher tested The Test of Early Numerical Ability in terms of difficulty of the test, discrimination, reliability and validity, which made it a good test with the standardization process. The test consisted of 10 concepts, i.e. singing numbers, counting and cardinality, comparisons, composition and division of number, mental arithmetic, reading and writing numbers, ordinal numbers, the concept of the number of reservations, coin concepts and estimated number. Finally, according to the proportion of five-year-old students in counties and cities, Taiwan, the systematic sampling was used to select 528 young children as norm samples so as to build the percentile rank and the mathematical quotient in each age group, which can provide an explanation for the results. After data analysis and comparison, the main findings are as follows: （1） The norm of The Test of Early Numerical Ability has good applicability （2） Gender shows no significant difference on early childhood mathematics ability. （3） Age has a significant difference on early childhood mathematics ability. （4） Region has a significant difference on early childhood mathematics ability. （5） Urban-rural differences has a significant difference on early childhood mathematics ability. （6） Family types and parents' occupation have a significant difference on early childhood mathematics ability. However, educational background of parents have a significant difference on early childhood mathematics ability.
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Wu, Lin-shan, and 吳玲姍. "The Effectiveness of Phoneme Segmentation Training on Early Reading Ability in Taiwanese EFL First-Graders: A Case Study of Taipei City." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/34044400151551019459.
Full textAbstract:
碩士國立台北師範學院
兒童英語教育研究所
93
The goal of this study is to evaluate the effects of training in phoneme segmentation on Taiwanese EFL first-graders’ early reading ability. Thirty students from an elementary school in Taipei City were selected to participate in the present study. Fifteen subjects were assigned to the experimental group (the phoneme segmentation group) and the other fifteen students were in the control group (the phonics group). These children had no extra English learning experiences outside the EFL classroom at the elementary school before and during the ten-week experimental span. The experimental group received training in segmenting words into phonemes, as well as training in correspondence between letter names and letter sounds. The control group received only the training in letter names and letter sounds. The experiment of the respective conditions lasted for twenty 20-minute class period over a ten-week period of time. Subjects’ development of early reading skill was measured by the tests on letter-name and letter-sound knowledge, phoneme segmentation ability and word recognition ability both in the pretest and posttest. Results indicated that after the intervention, the experimental group outperformed significantly the control group in overall early reading ability, phoneme segmentation ability and word recognition ability in the posttest. In addition, comparison of within group performance between the pretest and posttest revealed that the experimental group improved significantly in overall early reading ability, phoneme segmentation ability and word recognition ability, while the control group did not make any significant improvement on any of the three measures. However, both groups did not improve significantly in letter-name and letter-sound correspondence. The reason may be due to “ceiling effect” as shown in the pretest. The findings of this study are consistent with those in previous studies on English-speaking L1 children. It suggested that training in phoneme segmentation, combined with phonics instruction, can significantly better help improve Taiwanese EFL children’s emergent literacy in L2.
50
Huang, Fan-Hsuan, and 黃凢瑄. "A Preliminary Study of Using Modified Kindergarten Peer-Assisted Learning Strategies (K–PALS) to Enhance Early Reading Ability of Children with Developmental Delay." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78356333976405222160.
Full textAbstract:
碩士臺北市立大學
語言治療碩士學位學程
102
The purpose of this study was to explore the effects of using” modified Kindergarten Peer-Assisted Learning Strategies (modified K-PALS)” to improve early reading ability of preschool children with developmental language delay and their peers with developmental delay. The One-Group Pretest -Posttest Design toward all participants and the A-B-A’ design of single subject research toward only 3 subjects with developmental language delay were used to observe the improvement after the intervention. The independent variable was K-PALS intervention, and the dependent variables were phonological awareness and rapid automatized naming. Data was analyzed by the Wilcoxon signed-rank test, visual analysis, graphic display, C statistic, scorer reliability and record of observation. The main findings of the study were as follow: 1. Modified K-PALS improves the phonological awareness of the subjects with developmental delay which includes word attack, letter sound identification, rapid word attack, tone awareness, phoneme blending and phoneme segmentation. But for the subjects with developmental language delay, the improvement of phoneme segmentation and word attack was not found. 2. Modified K-PALS was both immediately and continuously effective as to enhance the ability of letter sound identification of three subjects with developmental language delay. 3. Modified K-PALS improves the rapid automatized naming of whole subjects which includes letter sound identification, number identification and color identification. But for the subjects with developmental language delay, the improvement was only found on rapid letter sound identification. 4. Modified K-PALS was both immediately and continuously effective as to enhance the ability of rapid letter sound identification of three subjects with developmental language delay. Finally, according to modified K-PALS, the result showed some proposed findings on teaching practice, intervention and suggestions for future research.