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1.
The purpose of this study was to determine the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence. Subjects were 194 children who were tested in a University Reading Clinic. All were administered the Woodcock Reading Mastery Tests, the Slosson Oral Reading Test, an Informal Reading Inventory, the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the Peabody Picture Vocabulary Test. Pearson product-moment correlations (r) were used to test the relationships. It appeared that the Woodcock Word Comprehension Test assesses reading ability more than general verbal ability.  相似文献   

2.
Reading literacy of fourth‐grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional‐to‐size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made.  相似文献   

3.
As other countries vigorously promote rapid advancement in science, optimizing the participation of all students in the United States in science is imperative. This study focused on African American students and examined their science achievement in relation to Black Cultural Ethos (BCE), a construct rooted in psychology. Via qualitative and quantitative data obtained from a non‐random control group design, the study addressed three questions: (1) With respect to BCE, what characterizes the natural instructional contexts of two middle school science teachers? (2) What characterizes the achievement of African American students in contexts that incorporate BCE and contexts that do not? (3) What achievement patterns, if any, exist in BCE and non‐BCE instructional contexts? With regard to the natural contexts, the teachers did not incorporate BCE even when the opportunities were available to do so. Within these non‐BCE contexts, the group's mean scores on the study‐specific test that aligned with instruction decreased from pretest to posttest with approximately one‐third of the students' scores improving. When a context was altered with a moderate effect size of 0.47 to include BCE, the group's mean scores on the aforementioned test increased from pretest to posttest with two‐thirds of the students' scores improving. An illustration of the interplay between BCE and context and a consideration of the interplay as a mediating factor in research involving African American students encapsulate the significance and implications of the study's findings. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 665–683, 2008  相似文献   

4.
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations.  相似文献   

5.
The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N = 33) in the experimental group achieved significantly higher scores (p < 0.001) than students in the control group (N = 35) taught by traditional teaching methods. Qualitative analysis of students' pre‐ and post‐teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre‐ to post‐teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre‐ to post‐teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25–46, 2010  相似文献   

6.
The objectives of the current study were to identify the long‐term effects of Methylphenidate (Ritalin) on cognitive ability and academic achievement. A retrospective/longitudinal design was utilised in the study with dependent measures being scores from the Iowa Tests of Basic Skills (ITBS). The study included 17 experimental subjects who were identified with ADHD and placed on Methylphenidate between first and second grade. For each experimental child, a control child without ADHD was matched based on gender, Verbal IQ score, and family structure. Results of the study revealed that the Methylphenidate group's achievement was lower both before and after medication even after being matched on verbal abilities. The results also indicated that after receiving medication the Methylphenidate group's rate of learning was similar to the Control groups on Reading, Word Analysis, Listening, Vocabulary, and overall achievement. Finally, a positive relationship between dosage level and Listening subtest scores was observed while a negative relationship was obtained between dosage level and Vocabulary subtest scores.  相似文献   

7.
This study examined two screening instruments designed to measure phonemic awareness (Test of Auditory Analysis Skills‐TAAS and Yopp‐Singer Test of Phoneme Segmentation). Participants included 25 second‐semester kindergarten children who were administered both instruments. The dependent measure (the STAR Reading Test) was administered in February of their First‐Grade year. The investigation was designed to determine if these instruments are both evaluating the same skills and identify which was more effective in predicting success in reading near the end of First Grade. The children's scores from the Yopp‐Singer and the TAAS were correlated (r=0.56, p<0.01) and so were the scores between the TAAS and STAR (r=0.51, p<0.01). Comparison of scores between the Yopp and the STAR produced non‐significant results (r=0.31). Although the TAAS produced a higher correlation with reading achievement than the Yopp‐Singer, the difference between these two measures failed to reach significance (t=1.16). Implications of these findings, along with possible explanations of the results, are discussed.  相似文献   

8.
Current empirical evidence indicates poor learning trajectories for students with early literacy skill deficits. As such, reliable and valid detection of at‐risk students through regular screening and progress monitoring is imperative. This study investigated the predictive validity of scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Logistic regression analyses were used to test the utility of the DIBELS first grade indicators for predicting reading proficiency on TerraNova California Achievement Test (CAT) Assessment and Pennsylvania System of School Assessment (PSSA) in second and third grade, respectively. Results suggest that students' first grade Oral Reading Fluency (ORF) DIBELS risk category scores were the only significant predictor of future TerraNova and PSSA reading proficiency. Although the current data present encouraging results for the predictive validity of ORF as a screening tool for early readers, further investigations of the utility of the remaining indicators (Letter Naming Fluency, Nonsense Word Fluency, and Phonemic Segmentation Fluency) are warranted. © 2009 Wiley Periodicals, Inc.  相似文献   

9.
The purpose of this investigation was to examine the accuracy of teachers' judgments of students' early literacy skills and to determine if students' achievement levels influenced teachers' judgments. Typical and lower‐achieving kindergarten and first‐grade students' scores on the Nonsense Word Fluency and Phoneme Segmentation Fluency measures of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were compared to the predicted performance by their teachers. Results showed a moderately strong correlation between teachers' judgments and students' performance across all of the students, which is consistent with past research. Teachers' judgments, however, consistently and significantly overestimated the actual performance of students, particularly those who were typically performing students. The findings of the investigation suggest that relying on teachers' judgments of students' early literacy skills alone may be insufficient to accurately identify students at risk for reading difficulties. © 2011 Wiley Periodicals, Inc.  相似文献   

10.
The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program.  相似文献   

11.
This yearlong quasi experimental study examined the effects of two approaches to guided reading on second-grade students' reading abilities. The 79 subjects were chosen as a nonprobability sample and served as the treatment and comparison groups. The groups were pre- and post tested using the Developmental Reading Assessment, Second Edition determine students' reading levels. A 2 × 2 repeated measures analysis of variance revealed significant main and interaction effects. According to a post hoc analysis of mean difference effect size, both groups experienced very large effects, but treatment effects (d = 3.66) were much larger than the comparison (d = 1.34). The results suggest that increased emphasis on guided reading can lead to a greater impact on second-grade students' reading ability.  相似文献   

12.
Teachers' judgments of student achievement are a crucial aspect of instruction and intervention. Previous research examining teachers' judgments has primarily focused on oral reading fluency and results are mixed with respect to how accurate teachers are. The purpose of the current study was to examine the accuracy of kindergarten and first‐grade teachers' judgments of students' instructional level in early reading and early math and, using a pre‐post quasi‐experimental design, determine the extent to which the use of data altered teachers' judgments. Teachers were least accurate when rating students whose skills were in the frustrational range and they tended to overestimate students' skills. The use of data did not improve accuracy overall, but there were slight (albeit not significant) changes at the frustrational and instructional levels. Results suggest that teachers' low accuracy, when compared with screening data, combined with overestimation, may result in students who most need intervention being missed.  相似文献   

13.
The purpose of this study was to examine what components of executive function (EF) – inhibition, shifting and updating/working memory – predict reading comprehension in young adults. Ninety university students (65 females, 25 males; mean age = 21.82 years) were assessed on shifting (Planned Connections and Colour/Shape Shifting), inhibition (Colour‐Word Stroop and Number Stroop), updating/working memory (Digit Memory and Listening Span), reading fluency (Word Reading Efficiency), vocabulary (Peabody Picture Vocabulary Test), and reading comprehension (Nelson‐Denny Reading Test). The results of path analysis indicated that only shifting predicted directly reading comprehension. These findings extend those of previous studies showing that different EF components predict different reading outcomes and suggest that EF has a place in reading comprehension models over and above traditional predictors of reading comprehension such as reading fluency and vocabulary.  相似文献   

14.
This study examined the reliability and validity of scores on a fluency‐based measure of reading comprehension. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS; 6th ed. revised) Retell Fluency (RTF), Oral Reading Fluency (DORF), and Woodcock Johnson III NU Tests of Achievement (WJ‐III NU ACH) Reading Comprehension measures were administered to fourth‐grade students. Results indicated a large difference between real time and recorded retell fluency scores for each passage. In addition, students' retell fluency scores had a low correlation with their reading comprehension scores. In light of these findings, practitioners may want to exercise caution in using fluency‐based story‐retell scores as a measure of reading comprehension. © 2011 Wiley Periodicals, Inc.  相似文献   

15.
Reading is a communication process that is crucial to students in science. Printed text materials are the most widely used teacher aids in the classroom. But reading as a major focus of science instruction has been out of favor with the mainstream of science education since the late 1950s. Despite this, few would deny the value of reading skills in a science class. The purpose of the present investigation was to determine how the use of Newsday's Science Education Series Program affected selected ninth-grade students' comprehension of science reading material. Analysis of covariance showed that students with standardized reading and mathematics scores at least two years above grade level who were taught using newspaper science articles alone had Degrees of Reading Power posttest scores higher at the 0.05 level of significance compared to students taught using Newsday's Science Education Series Program or using only the science article's content as part of class lessons. Students with standardized reading and mathematics scores on grade level taught using Newsday's Science Education Series Program had Degrees of Reading Power posttest scores higher at the 0.01 level of significance compared to students taught by either of the other methods.  相似文献   

16.
This study explores the long‐term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre‐tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short and medium term both interventions significantly improved aspects of children's reading, Reading Recovery having a broader and more powerful effect. In the long‐term, 3½ years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non‐readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium‐term effects demonstrate that it is possible substantially to reduce children's reading problems. The long‐term effects raise doubts about relying on early intervention alone.  相似文献   

17.
During the summer vacation children who are economically disadvantaged experience declines in reading achievement, while middle‐ and high‐income children improve. Previous research has demonstrated that the most widely implemented intervention – sending economically disadvantaged students to summer school – has not led to increases in reading achievement. In this longitudinal randomised trial, a randomly assigned group of exiting First‐Grade children who were economically disadvantaged was enrolled in a seven‐week summer reading day camp. The intervention students' reading achievement was then compared to control group participants at four time points. Results showed noteworthy differences for intervention students in reading comprehension.  相似文献   

18.
This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance.  相似文献   

19.
Abstract

Despite contemporary research on dyslexia moving toward multi‐deficit hypotheses, intervention studies tend to focus on specific causal mechanisms. The Cellfield Intervention, which involves computer‐based activities designed to remediate multiple deficits concurrently, is evaluated in the present paper. Participants were 262 Australian school children (187 males, 75 females; mean age 11.05) who undertook the ten intervention sessions at the Cellfield Clinic in 26 mean days between pre‐ and post‐ test, during a 24 month period. Pre‐ and post‐intervention data were collected using the Wide Range Achievement Test, the Woodcock Reading Mastery Tests ‐ Revised, the Neale Analysis of Reading Ability, and ocular assessments. Significant gains (p < .05) were made in all three sets of dependent measures analyzed (i.e., reading‐related skills, oral reading proficiency, and ocular measures) providing some support for the efficacy of an integrated approach to the treatment of reading difficulties.  相似文献   

20.
The purpose of this study was to examine the validity evidence of first‐grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third‐grade reading comprehension scores. We used the “simple view” of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict comprehension through both word recognition and language comprehension. Scores from the DIBELS Oral Reading Fluency (ORF) subtest, a measure of word recognition speed and accuracy, strongly and significantly predicted multiple measures of reading comprehension. No other DIBELS subtest score explained additional variance beyond DIBELS ORF. Although experimental DIBELS Word Use Fluency (WUF) was significantly correlated with a language comprehension measure and measures of reading comprehension, WUF scores did not predict reading comprehension beyond ORF scores. Alternatively, first‐grade Peabody Picture Vocabulary Test scores did predict additional, significant variance in reading comprehension, beyond DIBELS ORF.  相似文献   

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