A Comparative Study of the Effects of a Differentiated Instruction Model on the Reading Achievement of Third Grade Students
Author | : Janice S. Parsons |
Publisher | : |
Total Pages | : 152 |
Release | : 2003 |
Genre | : Academic achievement |
ISBN | : |
Download A Comparative Study Of The Effects Of A Differentiated Instruction Model On The Reading Achievement Of Third Grade Students full books in PDF, epub, and Kindle. Read online free A Comparative Study Of The Effects Of A Differentiated Instruction Model On The Reading Achievement Of Third Grade Students ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author | : Janice S. Parsons |
Publisher | : |
Total Pages | : 152 |
Release | : 2003 |
Genre | : Academic achievement |
ISBN | : |
Author | : Renee Ingram Garriss |
Publisher | : |
Total Pages | : 290 |
Release | : 2008 |
Genre | : Academic achievement |
ISBN | : |
Author | : Gail A. Gillmore |
Publisher | : |
Total Pages | : 108 |
Release | : 1968 |
Genre | : Reading (Elementary) |
ISBN | : |
Author | : Hamilton Smith |
Publisher | : |
Total Pages | : 134 |
Release | : 2018 |
Genre | : Reading (Elementary) |
ISBN | : |
Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) allocates federal government funds to schools serving low-income families. Title I schools receive additional financial support to combat the impact of poverty on students’ elementary and secondary education. This quantitative causal-comparative study examined the effect of reading instruction on third-grade students’ reading achievement score. The study included Title I elementary schools (n=4) within an urban school district in the Southeastern region of the United States. Participants included a convenience sampling of third-grade students (N=340). The researcher collected anonymous archived reading achievement scores from the Renaissance Star 360® reading assessment administered by Independent School District (pseudonym). Pre-test and post-test reading achievement scores were analyzed using an analysis of covariance (ANCOVA). The results of the ANCOVA indicated a statistically significant difference between the reading achievement scores of third-grade students who participated in guided reading instruction and third-grade students who participated in whole-group reading instruction while controlling for pre-test reading achievement scores. The findings rejected the null hypothesis. Implications of the findings were examined alongside recommendations for future research.
Author | : Becky Jenkins |
Publisher | : |
Total Pages | : 31 |
Release | : 1991 |
Genre | : Computer-assisted instruction |
ISBN | : |
Author | : Diedre LaShon Capers |
Publisher | : |
Total Pages | : 125 |
Release | : 2019 |
Genre | : Individualized reading instruction |
ISBN | : |
The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
Author | : Sarah Gord |
Publisher | : Solution Tree Press |
Total Pages | : 317 |
Release | : 2020-06-30 |
Genre | : Education |
ISBN | : 1949539180 |
Fully prepare students to begin the pivotal transition from learning to read to reading to learn. Written for individual teachers and collaborative teams, this resource outlines how to craft instruction to ensure every learner masters literacy expectations in second and third grade. Readers will gain a wealth of strategies and practices for designing standards-aligned instruction, developing quality assessment, providing timely interventions, and more. Use this resource to address specific literacy challenges found within the second- and third-grade band: Understand the role professional learning communities (PLCs) play in literacy development. Learn how teams of teachers can maximize their collective strengths to make profound impacts on student literacy and reading comprehension. Obtain instructional strategies and tools, such as the pre-unit protocol (PREP), for unpacking and clarifying literacy standards. Observe how to collaboratively score quality assessments as a team and conduct effective data inquiry and analysis. Study the powerful impact literacy has on student engagement and inclusivity in grades two and three. Contents: Introduction: Every Teacher Is a Literacy Teacher Chapter 1: Establish Clarity About Student Learning Expectations Chapter 2: Examine Assessment Options for Literacy Chapter 3: Create a Learning Progression to Guide Instruction and Assessment Chapter 4: Develop Collective Understanding of Learning Expectations Chapter 5: Respond to Data to Ensure All Students Learn Chapter 6: Differentiate Instruction With Gradual Release of Responsibility Chapter 7: Plan High-Quality Literacy Instruction Chapter 8: Select Appropriate Instructional Strategies Chapter 9: Consider Equity in Literacy Epilogue Appendix A: List of Figures and Tables Appendix B: Templates and Tools Appendix C: Process for Prioritizing Standards Appendix D: Essential Understandings and Guiding Questions References and Resources Index