Sentences with phrase «skills in reading achievement»

Not exact matches

In implementing READS, districts must adopt a set of data use strategies that inform decision - making and help to improve student achievement, such as examining spring to fall achievement gains or losses and using the results of student surveys and achievement tests to select books that are well matched to students» reading skills and interests.

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.

Years of treating reading as a discrete subject or a skill — teaching it and testing it that way — have arguably set reading achievement in reverse.

«The mistaken idea that reading is a skill,» notes cognitive scientist Daniel Willingham, «may be the single biggest factor holding back reading achievement in the country.

Each summer most youth lose about two months» worth of math skills, while low - income students also lose morethan two months in reading achievement despite the fact that their middle - class peers make slight gains over the summer break.

«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.

The Iowa Test of Basic Skills was used to assess reading achievement of the students in each class.

Research shows that students who take part in high - quality summer learning programs that combine academics, enrichment and physical activity benefit from substantial improvements in their academic achievement, vocabulary and reading skills, social skills, work habits and attitudes, and readiness to learn.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

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.

Thus, evidence from the NAEP indicates improvement over the last 10 to 15 years in reading and mathematics achievement among students entering high school at the bottom of the skill distribution.

Just like practice in sports leads to new skills and better performance, time spent reading and studying leads to higher achievement and greater ability.

Students in the 3rd, 6th, 8th, and 9th grades could be held back if they failed to score at the district benchmark in math and reading on nationally normed tests - the Iowa Test of Basic Skills (ITBS) or the Test of Achievement and Proficiency (TAP) for 9th graders.

The data revealed that reading skill actually helped students compensate for gaps in science knowledge for most measures of science achievement.

A: Yes, under a five - star grading system that accounts for students» growth in reading and math skills, school poverty levels and a school's ability to close gaps in achievement among groups of students.

complies with nonpublic school accreditation requirements as set forth in Section 22.1 - 19 of the Code of Virginia, and administered by the Virginia Council for Private Education (VCPE) or is a nonpublic school that maintains an assessment system that annually measures scholarship students» progress in reading and math using a national norm - referenced achievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of Baachievement test including, but not limited to, the Stanford Achievement Test, California Achievement Test, and Iowa Test of BaAchievement Test, California Achievement Test, and Iowa Test of BaAchievement Test, and Iowa Test of Basic Skills.

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 achievemenIn 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 achievemenin 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.

In fact, for all four achievement measures, students with higher reading skills but lower science knowledge scored as high or higher than students with lower reading skills but higher science knowledge.

Over twenty - five years ago, Rosenshine and Furst (1973) found that asking multiple levels of questions was consistently related to student achievement, and Puma et al. (1997) found that teachers in effective high - poverty schools emphasized both basic skills and higher order comprehension skills in reading.

Join Marisa Russo's presentation, Differentiate Instruction in Foundational Reading Skills and Accelerate Student Achievement, sponsored by Achieve3000!

The goals of the program were to help students develop critical literacy skills; recognize their own capacity to become storytellers of their own lives; develop students» abilities to write, speak, and think clearly; achieve state and national standards for theatre; and improve students» achievement in reading and writing.

Achievement tests assume that basic reading and arithmetic skills will be in place by 3rd grade; gifted kids often enter kindergarten with these skills.

As we continue to promote a climate that focuses on achievement for our kids and focuses on the objective of increasing graduation rates and improving math and reading skills in elementary school and looks at expanding vocational education and looks at ways we can promote Pre-K opportunities, I think we have a real opportunity for Indiana to be a national leader.

Because reading skills are fundamental to achievement in every area, a key focus across the school has been to help students develop a passion for reading.»

The LNF sets out levels of achievement that pupils are expected to reach in reading, writing and maths skills.

The Kaufman Test of Educational Achievement, Second Edition (KTEA - 3) is another achievement battery that measures some, but not all, of the important skills Achievement, Second Edition (KTEA - 3) is another achievement battery that measures some, but not all, of the important skills achievement battery that measures some, but not all, of the important skills in reading.

Broadening accountability systems in this way is the practical means by which states can raise expectations for student learning beyond the basic reading and math skills existing achievement tests emphasize.

Again, those who were in the classroom in the 1970s either as teacher or student will remember the frustration with the lack of knowledge about which set of skills in which sequence would lead to reading achievement for all.

Less is known about spelling competence in the general population than is known about reading achievement because there is no national test for spelling and many states do not test students» spelling skills.

To sort students into these two categories, a screening measure does not need to be very comprehensive, it merely needs to focus on a specific skill that is highly correlated with a broader measure of reading achievement and that results in a highly accurate sorting of students.

The app was designed to enable users to measure the listening and speaking skills of young learners, recognising the significance of the oral tradition in Indigenous cultures, and oral language as the foundation for the development of literacy skills and a strong indicator of later reading, writing and overall academic achievement.

Several large - scale studies have identified specific ways in which professional community - building can deepen teachers» knowledge, build their skills, and improve instruction.13 For example, a comprehensive five - year study of 1,500 schools undergoing major reforms found that in schools where teachers formed active professional learning communities, achievement increased significantly in math, science, history, and reading, while student absenteeism and dropout rates were reduced.

Beginning in grade 4, skilled reading is necessary for school achievement in all subject areas.

This research - based, data - driven program builds an understanding of the role literacy plays in academic achievement and reinforces the skills needed to address student performance challenges in reading comprehension and content areas.

The path to college and career literacy begins with Smarty Ants ®, an effective, research - driven solution that differentiates instruction in foundational reading skills and accelerates student achievement — all in an engaging, interactive, online learning environment.

However, observations also indicated an increase in comprehension skill instruction rather than comprehension strategy instruction, although the latter has been found to be the most effective approach for increasing reading achievement (NRP, 2000).

Now, there is more bad news: The real magnitude of that reading achievement gap may be greater than previously believed, because educators and researchers have not adequately accounted for the different skills that are required to successfully read online, as opposed to in print.

Regulation 8 VAC 20-131-80 of the Standards of Accreditation requires that schools shall maintain an early skills and knowledge achievement record in reading and mathematics for each student in grades kindergarten through grade 3 to monitor student progress and to promote successful achievement on the third grade Standards of Learning tests.

Aligning a high - quality PreK experience with its overall education reform goals has helped MCPS achieve significant results: almost 90 percent of Kindergarteners enter first grade with essential early literacy skills; nearly 88 percent of third graders read proficiently; achievement gaps between different racial and ethnic groups across all grade levels have declined by double digits; 90 percent of seniors graduate from high school and about 77 percent of them enroll in college.

Quick and targeted assessments of discrete skills that indicate whether students are making adequate progress in reading achievement

A screening measure needs to focus on specific skills that are highly correlated with broader measures of reading achievement resulting in a highly accurate sorting of students.

Results from the Texas Assessment of Knowledge and Skills and the Stanford Achievement Test indicated that students in all three types of magnet programs in all grades had higher passing rates on the reading, mathematics, writing, and science subtests of the assessments than did their respective grade - level counterparts districtwide.

When school is out, many students lose knowledge and skills, particularly in mathematics and reading, contributing to the achievement gap (McCombs et al., 2011).

Seeking to serve students at risk of not succeeding in a traditional setting, the school fosters the knowledge, skills and habits of mind necessary to close student achievement gaps in mathematics and reading literacy and provide a community of engaged learners and participatory citizens.

The Standards of Accreditation Regulation 8 VAC 20-131-80 requires that schools shall maintain an early skills and knowledge achievement record in reading and mathematics for each student in grades kindergarten through grade 3 to monitor student progress and to promote successful achievement on the third grade SOL tests.

The central questions are whether effective television viewers also tend to be good readers, and whether preschool comprehension skills that are developed in the context of television viewing relate to later reading achievement.

Unlike many education reform initiatives, the solutions that directly address student learning through the provision of new or improved forms of instruction have had significant positive impact on student achievement in grades 7 through 11 in mathematics, language arts, social studies and science and on the development of early reading skills.

For example, according to the Diagnostic and Statistical Manual of Mental Disorders, revised 3rd edition (DSM - III - R), developmental reading disorder (dyslexia) may be diagnosed if reading achievement is «markedly below» expected level; interferes with academic achievement or daily living skills; and is not due to a defect in vision, hearing, or a neurological disorder.

«The goal of Reading WonderWorks is to close the achievement gap among students, help struggling students develop foundational reading and writing skills in a self - paced and flexible environment starting as early as kindergarten, and accelerate them so that they can read on grade level and graduate with the confidence they need to succeed in college and beyond.Reading WonderWorks is to close the achievement gap among students, help struggling students develop foundational reading and writing skills in a self - paced and flexible environment starting as early as kindergarten, and accelerate them so that they can read on grade level and graduate with the confidence they need to succeed in college and beyond.reading and writing skills in a self - paced and flexible environment starting as early as kindergarten, and accelerate them so that they can read on grade level and graduate with the confidence they need to succeed in college and beyond.»

The resume should contain the key information a prospective employer wants to know including a clear summary of your strengths and skills, your achievements, your experience, your technical skills and your competencies in a concise and easy to read fashion.