Sentences with phrase «between reading achievement»

Revisiting the association between reading achievement and antisocial behavior: New evidence of an environmental explana - tion from a twin study.

Also, strong positive correlations exist between reading achievement and the amount of children's independent reading (Organization for Economic Cooperation and Development, 2004; Postlethwaite & Ross, 1992; Reinking & Watkins, 2000).

These results are corroborated by a large body of research showing a strong correlation between reading achievement and effective school library programs.

In both cases, the connection between reading achievement and science achievement seems to be more than just an artifact of reading difficulty of the science questions, as it remains high even when reading difficulty decreases.

Not exact matches

And for elementary school students there is no proven correlation between homework and higher academic achievement, except for reading.

Significant relations between breastfeeding and Woodcock Reading Achievement scores at 11 years were also reduced to nonsignificant levels after the inclusion of maternal IQ and the Home Observation for Measurement of the Environment.

Using income as well as math and reading scores, the study also found that the lower the household income during infancy, the worse the children's performance on reading and math in fifth grade — replicating the well - known gap between income and achievement.

Differences between low - and high - income children in reading and math achievement are much larger now than they were several decades ago, as are differences in college graduation rates.

Reading's results show a wide and worsening gap between the achievement of these pupils and their more advantaged peers, both locally and nationally.

Annual average improvement target of 2.5 percentage point gains in achievement on state reading and math tests between 2018 and 2025 for all students and student subgroups; plan includes goal of reaching a graduation rate of 90 percent by 2025 for all students and student subgroups

The GRC enables users to compare academic achievement in math and reading between 2004 and 2007 for virtually every public school district in the United States with the average achievement in a set of 25 other countries with developed economies that might be considered our economic peers and sometime competitors.

Another study, by Eric Hanushek and Margaret Raymond, both also at Stanford, evaluated the impact of school - accountability policies on state - level NAEP math and reading achievement measured by the difference between the performance of a state's 8th graders and that of 4th graders in the same state four years earlier.

If you are not persuaded by the evidence I reviewed yesterday on the disconnect between achievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of Achieveachievement results and other outcomes, I suggest you read an excellent book written by Nobel Prize winning economist James Heckman and his students called The Myth of AchievementAchievement Tests.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

Drawing on data collected between autumn 2011 and spring 2015, annual increases in reading, writing and maths amongst schools participating in the Achievement for All programme were notably above the expected level of progress (equivalent to 3.0 APS for KS2, and 3.6 APS for secondary schools — see notes to editors).

«Teacher identities and professional histories; departmental structures; differentiated roles, such as reading specialists and literacy coaches; lack of teacher preparation to teach literacy skills; arguments over whose responsibility literacy instruction is; competing factors such as motivation and engagement; disparities between in - and out - of - school literacy practices; and the increasing demands of reading to learn all contribute to the stagnation in literacy achievement,» he says.

We measure the initial impact of the EITP on a school's math and reading achievement by comparing student achievement between the Cohort 1 and Cohort 2 schools at the end of the 2008 — 09 school year, during which Cohort 1 schools implemented the EITP but Cohort 2 schools did not.

Drawing on a study by Stanford education professor Sean Reardon, Ladd says that the gap in reading achievement between students from families in the lowest and highest income deciles is larger for those born in 2001 than for those born in the early 1940s.

Learning disabilities are usually not identified until the 3rd grade, when a so - called discrepancy between IQ and reading achievement can be discovered.

Earlier this month, Teacher looked at some of the research around the link between reading for pleasure and higher academic achievement.

Low - income students are particularly sensitive to this phenomenon some research suggests that more than half of the achievement gap seen in reading between these students and their wealthier peers can be attributed to summer loss.

Crosson's dissertation will examine the formidable achievement gap in reading between English learners (ELs) and monolingual, English - only (EO) students.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.

Since the implementation of Open Court Reading and its assessment system, the school has seen a widening gap between the achievement of English Learners and English Only or Fluent English Proficient students.

They found that the amount of time students spent in independent reading was the best predictor of reading achievement and also the best predictor of the amount of gain in reading achievement made by students between second and fifth grade.

The meta - study of Jordan and Brownlee (1981) that Hattie cites found that in primary school age there is a close correlation between the performance on Piagetian tests of the thinking level and achievement tests in mathematics and reading.

To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth - graders, controlling for school context and student characteristics such as prior achievement.

The results indicated that children on average identified peers with stronger reading skills and the positive association between peer reading skills and children's own reading achievement was strongest for children with lower initial levels of reading skills.

Investigating the transition to high school, we find that students moving to a new high school between grades 8 and 9 suffer a small drop in achievement of 0.03 standard deviations in math and 0.04 standard deviations in reading (relative to those in grade 6 — 12 schools or schools with another configuration that requires no transition at this point).

To get specific: In Chicago Public Schools ~ white and Asian students made minor gains on NAEP in reading between 2003 and 2009 ~ but Hispanic students gained little and blacks gained nothing ~ so the achievement gap widened between whites and minorities at the fourth and eighth grade levels.

The correlation appeared once more in the 2006 data set, where all 56 countries had a significant correlation between reading and science achievement, ranging from 0.603 to 0.902.

We can see the relationship between vocabulary and reading achievement clearly in NAEP scores, where the students who had the highest average vocabulary scores were the students performing in the top quarter (above the 75th percentile) of reading comprehension.

This is the second entry in the Education Leader's Guide to Reading Growth, a 7 - part series about the relationship between reading practice, reading growth, and overall student achieReading Growth, a 7 - part series about the relationship between reading practice, reading growth, and overall student achiereading practice, reading growth, and overall student achiereading growth, and overall student achievement.

The study also determined that the study results can not be dismissed with claims that the students in the program performed worse because they were adjusting to a new school: «There was no statistically significant association between changing schools and student achievement in reading and mathematics.»

One researcher analyzed three different sets of PISA scores, representing more than 800,000 students in more than 50 countries.1 For the 2000 data set, there was a statistically significant correlation between reading and science achievement in all 43 countries examined, with correlations ranging from 0.675 to 0.916.

The correlation between reading and science achievement was statistically significant in all 41 countries examined, ranging from 0.599 to 0.892, with an average correlation of 0.805.

In comparison, the correlation between general interest in science and student performance was 0.13, and the correlation between enjoyment of science and performance was 0.19.2 Even with the revised test, the relationship between reading skill and science achievement was much closer than the one between interest and enjoyment of science and science achievement.

For example, each year since 2004 the achievement gap in the area of reading has been shrinking between these two groups of 7th graders.

The more specific claim is as follows: Study researchers found a «strong [emphasis added, see discussion forthcoming] correlation between Dr. Marzano's nine Design Questions [within the model's Domain 1] and increased student achievement on state math and reading scores.»

The authors suggested that reading practice can play an «important role» in closing achievement gaps between different socioeconomic groups.

Moreover, it has been established that, for Spanish - speaking children, there is a high and positive correlation between learning to read in Spanish and subsequent reading achievement in English (Collier and Thomas, 1995; Greene, 1998; Krashen and Biber, 1987; Lesher - Madrid and Garcia, 1985; Ramirez, Yuen and Ramy, 1991).

Rather, it says schools would be placed in one of five performance categories based on student achievement and progress in reading and math, how well a school closes gaps between groups of students in academic achievement and in graduation rates, and on overall attendance and graduation rates.

In the GOP Assembly plan, both the board and DPI would establish criteria to determine a school's letter grade, including test scores on math and reading, graduation and attendance rates, and the closure of achievement gaps between groups of students.

Research by Queen's University and People for Education (School Libraries and Student Achievement in Ontario, 2006) found a correlation between enjoyment in reading and school library programs.

«On average, summer vacation creates a three - month gap in reading achievement between students from low - and middle - income families... even small differences in summer learning can accumulate across the elementary years, resulting in a large achievement gap by the time students enter high school.»

The Second Evaluation of the Improving Literacy Through School Libraries Program (2009) provides findings on how grant funds are targeted to schools, uses of the grant funds, staff collaboration and professional development, and the relationship between participation in the program and reading achievement scores.

Despite the disadvantage, black students in earlier grades have made great strides in closing the so - called achievement gap between black and white students, particularly in reading.

No Child Left Behind, first passed in 2002, was an ambitious, bipartisan attempt to close achievement gaps between poor and minority students and their peers by setting a goal for all students to eventually become proficient in reading and math.