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Kivanç Bozkus – Turkish Journal of Education, 2025
Using machine learning, this research aimed to examine the crucial factors that predict the reading performance of fourth-grade students from Türkiye who participated in PIRLS 2021. When trained with the data of 3589 fourth-grade students and their 405 independent variables, the support vector machine (SVM) algorithm properly distinguished between…
Descriptors: Foreign Countries, Reading Achievement, Grade 4, Institutional Characteristics
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Soto, Christian; Gutierrez de Blume, Antonio P.; Rebolledo, Verónica; Rodríguez, Fernanda; Palma, Diego; Gutiérrez, Fernando – Metacognition and Learning, 2023
Reading comprehension and writing are essential skills for success in modern societies. Additionally, reading and writing have been described as highly reflective activities that necessitate metacognitive monitoring and control. However, reading comprehension and writing are skills moderated by many factors, proficiency among them. Thus, in the…
Descriptors: Metacognition, Reading Comprehension, Writing Skills, Reading Achievement
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Kemal Afacan; Kimber L. Wilkerson – Interchange: A Quarterly Review of Education, 2024
Students with intellectual disability (ID) have been participating in statewide general and alternate reading assessments during the past two decades. However, these students' reading performance on statewide assessments over time has not been adequately examined. The purpose of this study was to examine the relationship between students with ID's…
Descriptors: Students with Disabilities, Intellectual Disability, Reading Achievement, Grade 5
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Gal Kaldes; Karyn Higgs; Jodi Lampi; Alecia Santuzzi; Stephen M. Tonks; Tenaha O'Reilly; John P. Sabatini; Joseph P. Magliano – Reading and Writing: An Interdisciplinary Journal, 2025
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…
Descriptors: College Students, Student Motivation, Literacy, Reading Skills
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Monica E. Romero; ChenYu Hung; Stephen D. Whitney – Early Childhood Education Journal, 2025
Using a national database, this study examined the relationship between the language of instruction models and the frequency of peer-mediated learning activity on English learners' reading achievement (N = 1,004). Results from the Multilevel Modeling (MLM) analyses revealed an interaction between the language of instruction and the frequency of…
Descriptors: Language of Instruction, English Learners, Reading Achievement, Peer Teaching
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McWeeny, Sean; Choi, Soujin; Choe, June; LaTourrette, Alexander; Roberts, Megan Y.; Norton, Elizabeth S. – Reading Research Quarterly, 2022
Rapid automatized naming (RAN) has been shown to be a strong correlate of reading abilities. RAN also predicts future reading across different ages, ability levels, and languages, and is often used in literacy screening. Thus, understanding the specific relations between early RAN and later reading difficulties is important, particularly for…
Descriptors: Kindergarten, Naming, Reading Ability, Reading Achievement
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Goodrich, J. Marc; Fitton, Lisa; Thayer, Lauren – Annals of Dyslexia, 2023
Understanding factors that influence reading achievement among bilingual children is considerably more complex than it is for monolingual children. Research on dual language development indicates that bilingual children's oral language abilities are often distributed across languages in varied ways, due to heterogeneity of dual language exposure…
Descriptors: Reading Achievement, Bilingual Students, Kindergarten, Grade 1
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Wang, Yi; King, Ronnel; Haw, Joseph; Leung, Shing on – Journal for the Study of Education and Development, 2023
Although Macau students have consistently been recognized as top performers in international assessments, little research has been conducted to explore the various factors that are associated with their achievement. This paper aimed to identify factors that could best predict Macau students' reading achievement using PISA 2018 data provided by…
Descriptors: Foreign Countries, High School Students, Reading Achievement, Predictor Variables
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Pedro San Martin Soares – Journal of Psychoeducational Assessment, 2024
Brazil's education system lags behind international standards, with two-fifths of students scoring below the minimum level of proficiency in mathematics, science, and reading. Thus, this study combined machine learning with traditional statistics to identify the most important predictors and to interpret their effects on proficiency in the PISA…
Descriptors: Foreign Countries, Achievement Tests, Secondary School Students, International Assessment
Kristina Kintz Feldner – ProQuest LLC, 2024
The purpose of this study was to examine the relationship between the Measures of Academic Progress (MAP) reading Rasch unIT (RIT) score and State of Texas Assessment of Academic Readiness (STAAR) and Texas English Language Proficiency Assessment System (TELPAS) reading achievement among English learners in Grades 8 and 9. The study also…
Descriptors: Reading Achievement, English Language Learners, Grade 8, Grade 9
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Gal Kaldes; Karyn Higgs; Jodi Lampi; Alecia Santuzzi; Stephen M. Tonks; Tenaha O'Reilly; John P. Sabatini; Joseph P. Magliano – Grantee Submission, 2024
The current research used the Proficient Academic Reader (PAR) framework to explore whether reading strategies, task awareness, and motivation predicted college students' literacy skills over and above foundational skills (e.g., decoding, vocabulary). Specifically, the current research investigated the unique contribution of the PAR constructs to…
Descriptors: College Students, Student Motivation, Literacy, Reading Skills
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Emily R. Forcht; Ethan R. Van Norman – Psychology in the Schools, 2024
The present study compared the diagnostic accuracy of a single computer adaptive test (CAT), Star Reading or Star Math, and a combination of the two in a gated screening framework to predict end-of-year proficiency in reading and math. Participants included 13,009 students in Grades 3-8 who had at least one fall screening score and end-of-year…
Descriptors: Computer Assisted Testing, Adaptive Testing, Diagnostic Tests, Screening Tests
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Weiqing Shi; Xin Jiang – Reading and Writing: An Interdisciplinary Journal, 2025
This study explores the effectiveness of machine learning and eye movement features in predicting Chinese reading proficiency. Unlike previous research, which focused on one or two specific levels of eye movement features, this study integrates passage-, sentence- and word-level eye movement features to predict reading proficiency. By analyzing…
Descriptors: Foreign Countries, Undergraduate Students, Predictor Variables, Reading Achievement
Margaret K. Wallace; Jason Jabbari; Yung Chun; Takeshi Terada; Somalis Chy – Annenberg Institute for School Reform at Brown University, 2025
Student mobility that occurs within a school year may be especially disruptive for student outcomes, yet little is known regarding the predictors of within-year mobility. In particular, research has yet to comprehensively examine the role of student achievement in predicting within-year student mobility. Thus, we sought to understand this link by…
Descriptors: Elementary School Students, Middle School Students, Student Mobility, Mathematics Achievement
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Taylor, Ellie K.; Abdurokhmonova, Gavkhar; Romeo, Rachel R. – Mind, Brain, and Education, 2023
Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading--oral language and executive function (EF)--are also the two neurocognitive domains most affected by SES. In this review, we…
Descriptors: Socioeconomic Status, Predictor Variables, Reading Achievement, Language Skills
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