Sentences with phrase «relative reading achievement»

Not exact matches

In addition, a series of studies by David Grissmer and colleagues found that early math and reading achievement tests are not even very good predictors of later test results relative to other types of skills and more general knowledge.

Students that were modest in their self - appraisals relative to their reading achievement — who were, in fact, underconfident — usually had reading scores that exceeded their country mean while overconfident students often had reading scores below the mean.

In its first year, the EITP increased student achievement in the Cohort 1 schools by 5.4 percent of a standard deviation in math and 9.9 percent of a standard deviation in reading, relative to the Cohort 2 schools.

It reported moderate increases in reading achievement, relative to 2008, for students in Years 3 and 5, and a moderate decrease in the writing performance of Years 3, 5 and 7s.

The Global Report Card data provides information on the average level of student achievement in math and reading in virtually all U.S. school districts relative to the student achievement in a set of international peers.

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).

Although the math achievement of students who entered middle school in 7th grade improves by 0.05 standard deviations in 9th grade relative to students who attended K — 8 schools, the same pattern is not evident in reading or in either subject for the much larger group of students who entered middle school in 6th grade (see Figure 2).

We find that students who will enter a middle school in 6th or 7th grade have positive achievement trajectories in math and reading from 3rd grade to 5th, relative to their counterparts who will never enter a middle school because they attend a school that continues through 8th grade.

Relative to these matched participants, children with processing weaknesses and strengths showed no significant differences in reading achievement or on six teacher - rated indices of behavioral adjustment.

The author quotes so extensively from external sources that the book's bibliography ends up being its most striking feature; I often found myself wanting to read these sources (primarily memoirs written by Hemingway's relatives and associates) for myself so that I could come to my own conclusions... Ultimately, this book feels like a flawed achievement, one that has already garnered much critical acclaim but will likely prove too daunting for all save the most fanatical Hemingway fans.

This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998 - 99 to examine the longitudinal effects of delayed, early or on - time kindergarten enrollment and relative age on children's reading and mathematics achievement from kindergarten to third grade.

Relative age predicted children's performances in reading and mathematics achievement.