The Relationship Between Dra And Crct Reading Scores For First Grade Students
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| Author | : Nekiela Wilson |
| Publisher | : |
| Total Pages | : 74 |
| Release | : 2009 |
| Genre | : Achievement tests |
| ISBN | : |
Students in the Georgia school under study must pass the Developmental Reading Assessment (DRA) and reading portion of the Criterion Referenced Competency Test (CRCT) to be promoted to the next grade. Therefore, there should be a strong positive correlation between the scores of the two tests since the DRA is used as an indicator of student reading progress prior to taking the CRCT. The purpose of this study was to determine if there was a positive correlation between the DRA reading scores and CRCT total reading scores for first-grade students
| Author | : Jay Feng |
| Publisher | : Lulu.com |
| Total Pages | : 339 |
| Release | : 2012-12-21 |
| Genre | : Education |
| ISBN | : 1300741783 |
A collection of action research reports by elementary classroom teachers.
| 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 | : |
| Publisher | : |
| Total Pages | : 732 |
| Release | : 2008 |
| Genre | : Dissertations, Academic |
| 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 | : Melissa Walker |
| Publisher | : |
| Total Pages | : 122 |
| Release | : 2007 |
| Genre | : Educational tests and measurements |
| ISBN | : |
"The present study investigated the relationships between the Dynamic Indicators of Basic Early Literary Skills (DIBELS) Oral Reading Fluency and the Developmental Reading Assessment (DRA) as related to TerraNova2 Vocabulary and Comprehension scores for second grade students. Archival data gained from 60 participants during the 2004-2005 school year were utilized. The participants were from a school receiving Reading First funding in a northeastern city. Correlation and regression analyses were run on the DIBELS Oral Reading Fluency scores, DRA codes, and TN2 scores to determine the relationships among the three tests. Results found significant correlations and predictors for TN2 performance"--Abstract.
| Author | : Sally J. Zepeda |
| Publisher | : Routledge |
| Total Pages | : 333 |
| Release | : 2013-10-02 |
| Genre | : Education |
| ISBN | : 1317925998 |
This top-selling book will serve as the compass and road map to your school’s professional development journey. A comprehensive and authoritative resource you will go to again and again, this book helps guide principals, directors of professional development, school/district committees, and other leaders in creating an effective professional development program that moves ideas from knowledge to action. Topics include: Learning Communities Job-Embedded Learning Coaching Teacher Study Groups Critical Friends Lesson Study Portfolios And more! Additionally, this book features helpful case studies, useful forms and templates, sample agendas, and other invaluable resources for professional development. The second edition contains the following enhancements: Expanded coverage of job-embedded learning, which is a cost-effective way for administrators to enhance professional development with their staff More information on the theoretical grounding of professional development with applications that can be readily adapted for use in schools Updated references and figures to reflect newly published literature on the topics covered User-friendly tabs, so you can find and return to your favorite sections time after time
| Author | : Irene C. Fountas |
| Publisher | : Heinemann Publishing |
| Total Pages | : 428 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : |
This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
| Author | : Janette K. Klingner |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2000 |
| Genre | : Group work in education |
| ISBN | : 9781570354526 |
| Author | : Andrea Di Schino |
| Publisher | : MDPI |
| Total Pages | : 260 |
| Release | : 2020-04-15 |
| Genre | : Technology & Engineering |
| ISBN | : 3039286501 |
Stainless steels represent a quite interesting material family, both from a scientific and commercial point of view, following to their excellent combination in terms of strength and ductility together with corrosion resistance. Thanks to such properties, stainless steels have been indispensable for the technological progress during the last century and their annual consumption increased faster than other materials. They find application in all these fields requiring good corrosion resistance together with ability to be worked into complex geometries. Despite to their diffusion as a consolidated materials, many research fields are active regarding the possibility to increase stainless steels mechanical properties and corrosion resistance by grain refinement or by alloying by interstitial elements. At the same time innovations are coming from the manufacturing process of such a family of materials, also including the possibility to manufacture them starting from metals powder for 3D printing. The Special Issue scope embraces interdisciplinary work covering physical metallurgy and processes, reporting about experimental and theoretical progress concerning microstructural evolution during processing, microstructure-properties relations, applications including automotive, energy and structural.
