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Robinson, Melissa F.; Meisinger, Elizabeth B. – Reading & Writing Quarterly, 2022
The purpose of this study was to examine the relations among phonological skills, reading fluency, and reading comprehension across reading modality (oral and silent) for a sample of students (N = 121) in grades 2-5 who have been diagnosed with dyslexia. Participants were administered text-level oral and silent reading fluency and comprehension…
Descriptors: Correlation, Reading Comprehension, Reading Fluency, Oral Reading
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Capotosto, Lauren; Kim, James S. – First Language, 2016
This study examines the effects of four types of reading comprehension questions--immediate, non-immediate, summary, and unanswerable questions--that linguistically diverse and predominantly low-income parents asked their fourth graders on children's text retellings. One-hundred-twenty (N = 120) parent and child dyads participated in a home visit…
Descriptors: Literacy, Low Income, Parent Child Relationship, Elementary School Students
Coffey, Debra J. – ProQuest LLC, 2013
This dissertation uses data from the evaluation of a Striving Readers project to examine the associations between levels of implementation of different components of Scholastic's "READ 180" and student achievement as measured on the Iowa Test of Basic Skills (ITBS) reading assessment. The approach was hierarchical linear modeling using…
Descriptors: Correlation, Program Implementation, Reading Achievement, Achievement Tests
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Liu, Yuming; Schulz, E. Matthew; Yu, Lei – Journal of Educational and Behavioral Statistics, 2008
A Markov chain Monte Carlo (MCMC) method and a bootstrap method were compared in the estimation of standard errors of item response theory (IRT) true score equating. Three test form relationships were examined: parallel, tau-equivalent, and congeneric. Data were simulated based on Reading Comprehension and Vocabulary tests of the Iowa Tests of…
Descriptors: Reading Comprehension, Test Format, Markov Processes, Educational Testing
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Katz, Lauren A.; Stone, C. Addison; Carlisle, Joanne F.; Corey, Douglas Lyman; Zeng, Ji – Exceptional Children, 2008
This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF)schools. The findings suggested that children with LD-SLD labels…
Descriptors: Reading Comprehension, Reading Fluency, Learning Disabilities, Literacy
Greene, Jennifer E. – 1978
This paper reports an investigation of inferencing in Form Five of the Reading Comprehension component of the Iowa Tests of Basic Skills. The first step in the investigation consisted of an analysis of the language of the test to determine how the inferencing strategies employed might serve to mask answers. This preliminary analysis suggested that…
Descriptors: Achievement Tests, Educational Research, Elementary Secondary Education, Error Analysis (Language)
Maryland State Dept. of Education, Baltimore. – 1981
The sixth report required by the Maryland Educational Accountability Act contains information about goals for Maryland public education and progress toward those goals. The first section explains accountability, the Maryland Accountability Act, and limitations of current instruments for measuring learning progress. The central purpose of the…
Descriptors: Academic Achievement, Accountability, Annual Reports, Basic Skills
Maryland State Dept. of Education, Baltimore. – 1982
The seventh report required by the Maryland Educational Accountability Act contains information about goals for Maryland public education and progress toward those goals. The first section explains accountability, the Maryland Accountability Act, and limitations of current instruments for measuring learning progress. The central purpose of the…
Descriptors: Academic Achievement, Accountability, Annual Reports, Basic Skills
Brown, Edward K. – 1970
Nongraded programs attempt to individualize instruction through the systematic assignment and reassignment of the pupil to classes consistent with his performance level. This evaluation of the nongraded program at Powel Elementary School (Grades 1-6) indicated that individualization of instruction did occur at Powel and that the pupils'…
Descriptors: Academic Achievement, Achievement Gains, Educational Improvement, Elementary Schools
Daly, Joseph L.; Richburg, Robert W. – 1984
To gather longitudinal student achievement data from schools utilizing the four-day week, Iowa Tests of Basic Skills (ITBS) grade equivalent scores were obtained in 1984 from five rural Colorado school districts for four consecutive years--two years prior to and two years following the districts' change to the shortened week. A first analysis…
Descriptors: Academic Achievement, Classes (Groups of Students), Elementary Education, Grade 3