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A Meta-Analytic Review of the Relations between Motivation and Reading Achievement for K-12 Students
Direct linkToste, Jessica R.; Didion, Lisa; Peng, Peng; Filderman, Marissa J.; McClelland, Amanda M. – Review of Educational Research, 2020
The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson's r). Results of our…
Descriptors: Meta Analysis, Reading Achievement, Reading Motivation, Kindergarten
Lopez, Francesca A.; Thompson, Sandra S.; Walker-Dalhouse, Doris – Reading & Writing Quarterly, 2011
The purpose of this study was to examine the developmental trajectory of speed and accuracy of words in context and in isolation among skilled, average, and less skilled readers (N = 201). The authors assessed fluency of words read in isolation and in contextual measures in the fall, winter, and spring of 1st grade. They performed a multivariate…
Descriptors: Reading Research, Reading Skills, Reading Fluency, Emergent Literacy
Rubinson, Laura E. – ProQuest LLC, 2010
More than one third of American children cannot read at a basic level by fourth grade (Lee, Grigg, & Donahue, 2007) and those numbers are even higher for African American, Hispanic and poor White students (Boorman et al., 2007). These are alarming statistics given that the ability to read is the most basic and fundamental skill for academic…
Descriptors: Music, Reading Research, Early Reading, Phonemics
Peer reviewedDrummond, Robert J.; And Others – Reading Improvement, 1976
Descriptors: Intermediate Grades, Open Education, Predictor Variables, Reading Achievement
Peer reviewedRiley, Jeni L. – Journal of Research in Reading, 1996
Finds that children's ability to identify and label the letters of the alphabet and to write their own name at school entry were the most powerful predictors of successful reading by the end of the year. Finds a weaker, but still positive, relationship between understanding the conventions of print and reading achievement. (RS)
Descriptors: Early Childhood Education, Letters (Alphabet), Predictor Variables, Reading Achievement
Download full textPopp, Helen M.; Lieberman, Marcus – 1977
Individual pupil scores, school characteristics, and characteristics of reading programs were assessed in elementary school programs in 36 communities, forming a data bank of information on 6,753 students from grades one through six enrolled in special reading programs across the country. A series of analyses were performed to determine the school…
Descriptors: Databases, Elementary Education, Low Achievement, Predictor Variables
Peer reviewedNewman, Anabel P. – Reading Research Quarterly, 1972
Descriptors: Grade 1, Multiple Regression Analysis, Predictor Variables, Reading Achievement
Emond, Susie – 1979
A discriminant analysis of the relationships between 335 Florida students' first and second grade scores on the reading subtests of the Metropolitan Achievement Test (MAT) and their third grade scores on the Florida Statewide Assessment Test (FSAT) was undertaken, using race, sex, and intelligence as independent variables. Three null hypotheses…
Descriptors: Discriminant Analysis, Minimum Competency Testing, Predictor Variables, Primary Education
Peer reviewedLamme, Linda Leonard – Reading Teacher, 1976
The reading habit which is most consistently sensitive to reading ability measures is the habit of seeking out books by known authors. (Author)
Descriptors: Elementary School Students, Intermediate Grades, Predictor Variables, Reading Ability
Peer reviewedCardoso-Martins, Claudia – Reading Research Quarterly, 1995
Investigates the relationship between different levels of phonological awareness and literacy acquisition in Portuguese. Finds that phonemic awareness plays an important role in alphabetic literacy acquisition. Notes that both sensitivity to phonemic similarity and phonemic segmentation skills significantly predicted reading and spelling ability,…
Descriptors: Beginning Reading, Language Acquisition, Literacy, Portuguese
Madison Public Schools, WI. – 1976
A study was conducted to determine the effects of class size on the reading achievement of 517 representative Madison (Wisconsin) students in a three year longitudinal sample. Data included reading achievement, IQ, attitudes toward reading, parents' and teachers' ratings of student interest in reading, sex, age, socioeconomic status, and average…
Descriptors: Beginning Reading, Class Size, Predictor Variables, Primary Education
Peer reviewedRupley, William H.; Blair, Timothy – Reading World, 1977
Explores research studies and effective reading programs that are based on the concept of first identifying effective reading teachers in terms of students' reading achievement and then considering instructional strategies that could account for the students' achievement. (JM)
Descriptors: Elementary Education, Predictor Variables, Reading Achievement, Reading Instruction
Peer reviewedMargolis, Howard; And Others – Journal of Reading Behavior, 1978
This study ascertained the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance and compared the results obtained using a double median split classification procedure to those obtained by computing a standard score response time and error composite for each child. (HOD)
Descriptors: Conceptual Tempo, Elementary Education, Grade 1, Kindergarten Children
Peer reviewedSnowling, Margaret J.; Hulme, Charles; Mercer, Robin C. – Reading and Writing: An Interdisciplinary Journal, 2002
Reports on three studies comparing the reading and phonological skills of children with Down Syndrome (DS) and younger normally developing children of similar reading level. Notes that for children with DS, letter-sound knowledge did not predict reading. Suggests that children with DS do not possess full phoneme awareness. (PM)
Descriptors: Down Syndrome, Elementary Education, Phoneme Grapheme Correspondence, Predictor Variables
Abram, Marie J.; Cobb, Robert A. – 1979
A study investigated whether various home and school factors were related to first grade reading gain. Parents of all second grade students in a school district were asked to complete questionnaires eliciting the number of persons living in the household, the strictness of parental discipline, number of hours spent reading to the child each week,…
Descriptors: Attendance, Family Influence, Family School Relationship, Grade 1
