Is There A Difference Between Crct Reading Scores Among Third Grade Students In Schools That Participate In The Framework Wow And Schools That Do Not
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| Author | : Julie Taylor Johnson |
| Publisher | : |
| Total Pages | : 66 |
| Release | : 2009 |
| Genre | : Criterion-referenced tests |
| ISBN | : |
The purpose of this study was to determine how effective the framework Working on the Work (WOW) is in the third grade classroom in helping to improve reading test scores on the Criterion Referenced Competency Test (CRCT). The research was gathered using the Georgia State Department of Education’s database over three years from two different schools in Southwest Georgia. There was a difference between CRCT reading scores among third grade students in a WOW school and those not in a WOW school. The researcher recommended more research using a larger population, a different location, and a longer period of time.
| Author | : Amber Michelle Martin |
| Publisher | : |
| Total Pages | : 70 |
| Release | : 2009 |
| Genre | : Criterion-referenced tests |
| ISBN | : |
This casual comparative research design that utilized pre-existing data compared reading scores of third-grade students at the School Under Study (SUS) in Muscogee County, Georgia, who received reading instruction either through ability grouping or heterogeneous grouping, in order to discover if there was a statistically significant difference between the mean scores of the two instructional strategies. The study evaluated the results of each instructional strategy by analyzing the third-grade reading Criterion Referenced Competency Test (CRCT) of the 2007-2008 and 2008-2009 school years. A statistically significant difference between the third-grade students received reading instruction through ability grouping and heterogeneous grouping was not found.
| Author | : Dorothy Young Crimes |
| Publisher | : |
| Total Pages | : 80 |
| Release | : 2009 |
| Genre | : Criterion-referenced tests |
| ISBN | : |
This quantitative research study evaluated CRCT reading achievement of students in third grade who received reading instruction with the guidance of the Reading First Program and students who received reading instruction without the guidance of the Reading First Program. The study included CRCT reading scores for third grade students in the spring of 2004, at the time the Quality Core Curriculum (QCC) Standards were used. By the spring of 2008, Georgia was following the Georgia Performance Standards (GPS). The third grade students tested in spring 2004 did not receive reading instruction with the guidance of the First program. The students who were tested in spring 2008 received reading instruction with the guidance of the Reading First Program from kindergarten through third grade. The data was collected from a small, rural public school in southwest Georgia. To analyze the data, a chi square statistic was calculated across the categories “did not meet” standards, “met” standards and “exceeded” standards. The researcher examined 79 third grade CRCT reading subtest scores. The researcher concluded that there is no statistical difference in CRCT reading scores for the two groups researched.
| Author | : Jenny Elisa Washington |
| Publisher | : |
| Total Pages | : 144 |
| Release | : 2018 |
| Genre | : Reading (Elementary) |
| ISBN | : |
Reading below grade level in the third grade is a serious issue that too many students are facing. If struggling readers do not improve their reading skills prior to entering the fourth grade, they risk academic failure and limited success in the future. It is important, therefore, to get students who are not reading on grade level back on track as soon as possible. The purpose of this quantitative causal-comparative study was to determine the effectiveness of tutoring for improving the reading skills of third graders. A sample population of 2,565 third graders from 43 Title I elementary schools in a large rural school district in Southeastern North Carolina participated in this study. Deindentified data for the participants were collected from the school district’s Associate Superintendent for Evaluation and Testing. The descriptive statistics was computed for each tutoring group using SPSS. This causal-comparative research design also used a two-way ANOVA in SPSS to examine the reading achievement scores on the North Carolina READY English Language Arts/Reading Assessment for the sample population for the beginning and end of the 2016-2017 school year. All three of the tutoring comparison groups of students served as treatment groups and control groups for the others. The researcher examined the following research question: Is there a difference among the reading achievement scores of male and female third grade students who participate in one-to-one tutoring, small-group tutoring, or large-group tutoring? It was determined that there was a statistically significant difference in the mean reading scores between the third graders participating in one-to-one, small-group and large-group tutoring. There was not a statistically significant difference in mean reading scores between females and males. There was a statistically significant interaction between gender and tutoring type for the difference in the BOG and EOG Reading Scores. This study was important because the results could provide educators with information for improving students’ reading skills through tutoring. Recommendations for further research based on the results of this study could include: to find out if an achievement gap remains after tracking the literacy competency levels of the participants in this study as they matriculate through school , conducting a mixed-methods study to examine the literacy skills that are being taught by third grade teachers whose students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (End-of-Grade 3 (EOG 3)) versus third grade teachers whose students do not perform at or above grade level, conducting a mixed-methods study to examine the literacy skills that are being taught by second grade teachers in the district whose previous students perform at or above grade level on the North Carolina READY English Language Arts/Reading Assessments for grade 3 (Beginning-of-Grade 3 (BOG 3)) versus second grade teachers whose students do not perform at or above grade level, and extend this study to include other school districts to determine if the results would be similar.
| Author | : Ruth Elizabeth Haniff |
| Publisher | : |
| Total Pages | : 148 |
| Release | : 2012 |
| Genre | : Educational tests and measurements |
| ISBN | : |
The purpose of this study was to investigate the extent to which the performance of Title I third grade students in a central Florida School District differed on tests administered under timed and untimed conditions. Further examined was the literature on reasons for the achievement gap which centered around seven different themes: (a) standardized testing, (b) achievement gap data and identified factors (c) deficit theory, (d) cultural mismatch theory, (e) extended time accommodations, (f) test anxiety and stress, and (g) timed versus untimed tests. Six Title I schools participated in this study by assigning 194 students to take the 2006 Released FCAT Reading Test under either timed or untimed conditions. Although there were no interactions between the covariates and testing conditions, those who were in the free or reduced lunch program or were in exceptional education programs had lower FCAT scores than those who were not. However, when school was included as a moderator, there was a statistically significant interaction between testing conditions and schools on FCAT scores indicating that the relationship between testing conditions and FCAT scores varied for each individual school. A factorial ANCOVA was conducted, and it was found that the mean differences between students who took the timed and untimed 2006 FCAT Reading Test varied from school to school after accounting for the covariates. For two schools, those students who took the untimed tests scored higher than those who took the timed tests. In contrast, those students who took the untimed tests scored lower than those students who took the timed test for one of the schools. There was no statistically significant difference for three of the schools. A factorial MANCOVA was used to compare reading performance on the 2006 Reading FCAT between the timed and untimed groups on domain specific tests. The relationship between testing condition and FCAT scores for each domain specific test varied depending on the individual school. Therefore, it could not be concluded from these analyses that testing conditions would consistently result in increases or decreases of student performance on standardized domain specific tests.
| Author | : Latrina Gates |
| Publisher | : |
| Total Pages | : 88 |
| Release | : 2010 |
| Genre | : Criterion-referenced tests |
| ISBN | : |
By the year 2014, all students, including all subgroups, are expected to meet the standards that have been set each state under No Child Left Behind. In an effort to meet this federal goal, states and districts all across America have revised their curriculum and are seeking prove, research-based methods to engage students and encourage high achievement for all students. The purpose of this study was to compare standards-based instruction to traditional instruction and seek to determine if there was a statistical difference in the two instructional deliveries. The Georgia third grade math Criterion Referenced Competency Test scores were analyzed from the 2008-2009 Main Administration session. This was a quantitative study and the design was causal-comparative. This study sought to examine if there was a statistical difference in the mean score on the CRCT of third grade student receiving Standards-based Instruction (Subgroup A) in math and in the mean score of third grade students receiving Traditional Instruction (Subgroup B). An analysis of the CRCT math scores was performed using a t-test with a degrees of freedom of 36 and .05 level of significance. The results of the study did not show a statistically significant difference I the mean score on the CRCT of third grade students receiving Standards-based Instruction (Subgroup A) in math and the mean score on the CRCT of third grade students receiving Traditional Instruction (Subgroup B) in math.
| Author | : John T. Guthrie |
| Publisher | : |
| Total Pages | : 264 |
| Release | : 1997 |
| Genre | : Education |
| ISBN | : |
Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
| Author | : Christin Shealy Smith |
| Publisher | : |
| Total Pages | : 216 |
| Release | : 2016 |
| Genre | : Readiness for school |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 183 |
| Release | : 2009 |
| Genre | : Reading comprehension |
| ISBN | : |
The purpose of the current study was to compare Irene C. Fountas and Gay Su Pinnell's guided reading levels to the reading comprehension and Lexile scores on the Criterion-Referenced Competency Test (CRCT). The researcher designed a correlational study to answer the following question: How do the Fountas and Pinnell guided reading levels among third grade students who were instructed in guided reading correlate with the reading comprehension and Lexile scores which were generated by the CRCT? The purpose was also to determine whether guided reading levels, gender, and ethnicity had a correlation to reading comprehension and Lexile scores on the CRCT. The participants in the study consisted of 546 third grade students who were instructed in guided reading for eight months during the 2007-2008 school year. The Pearson r and multiple regression analysis were used to analyze the data. The findings from the study showed that there was a positive linear relationship between guided reading levels and reading comprehension and Lexile scores on the CRCT. The findings also indicated that there was a positive linear relationship between gender, guided reading levels, and reading comprehension and Lexile scores. Furthermore, the findings indicated that there was a positive linear relationship between ethnicity, guided reading levels, and reading comprehension and Lexile scores.
| Author | : Sherron N. Brown |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2014 |
| Genre | : Academic achievement |
| ISBN | : |
This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
