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Double, Kit S.; McGrane, Joshua A.; Stiff, Jamie C.; Hopfenbeck, Therese N. – British Educational Research Journal, 2019
The role of phonics instruction in early reading development has been the subject of significant conjecture. Recently, England implemented a phonics screening check to assess the phonetic decoding of 6-year-old students, to ensure that all students master this foundational literacy skill and attain adequate phonemic awareness in the early years of…
Descriptors: Phonics, Prediction, Reading Comprehension, Achievement Tests
Mullis, Ina V. S., Ed.; Martin, Michael O., Ed. – International Association for the Evaluation of Educational Achievement, 2019
Conducted every five years, Progress in International Reading Literacy Study (PIRLS) assesses international trends in the reading comprehension of young students in their fourth year of schooling--an important transition point in children's development as readers. PIRLS was designed to complement the International Association for the Evaluation of…
Descriptors: Foreign Countries, Achievement Tests, Grade 4, International Assessment
Yun, Joonmo – ProQuest LLC, 2017
Reading comprehension is an essential skill for success in school and post-school life. However, despite the importance of this skill, a considerable number of students in the U.S. have shown difficulties in reading comprehension. According to the 2015 National Assessment of Educational Progress (NAEP) of the National Center for Education…
Descriptors: Reading Comprehension, Factor Analysis, Achievement Tests, Foreign Countries
Pfost, Maximilian; Dorfler, Tobias; Artelt, Cordula – Journal of Research in Reading, 2012
According to the Matthew effect model, interindividual differences in reading competence between poor and normal readers should become wider as students grow older. The second part of the model assumes that these differential pathways are mainly attributable to differential reading activities. The purpose of this study is to examine whether both…
Descriptors: Cognitive Ability, Elementary School Students, Grade 3, Grade 4
Buckingham, Jennifer; Beaman-Wheldall, Robyn; Wheldall, Kevin – Cogent Education, 2014
The study reported here examined the efficacy of a small group (Tier 2 in a three-tier Response to Intervention model) literacy intervention for older low-progress readers (in Years 3-6). This article focuses on the second phase of a two-phase, crossover randomized control trial involving 26 students. In Phase 1, the experimental group (E1)…
Descriptors: Reading Instruction, Intervention, Reading Comprehension, Effect Size
Janks, Hilary – Reading & Writing: Journal of the Reading Association of South Africa, 2011
Results on the PIRLS test in 2006 make it clear that South African educators need to examine the way in which they teach literacy in the Foundation phase. While the test gives a fair indication of what our children cannot do, it is less clear about what they can do. Mastery of decoding, for example, is assumed and children are tested on their…
Descriptors: Foreign Countries, Test Results, Achievement Tests, Grade 4
Martin, Michael O., Ed.; Mullis, Ina V. S., Ed. – International Association for the Evaluation of Educational Achievement, 2013
TIMSS (Trends in International Mathematics and Science Study) is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995, with the most recent assessment in 2011. PIRLS (Progress in International Reading Literacy Study) is an international assessment of reading…
Descriptors: Student Evaluation, Mathematics Achievement, Science Achievement, Grade 4