Sentences with phrase «students at reading levels»

Designed for students at reading levels 3.0 through 5.0, the software can also be used by English language learners, learning disabled pupils, and remedial readers.

Not exact matches

She read Daphna Oyserman, a multidisciplinary researcher at the University of Southern California who found that a student's level of motivation is highly dependent on her sense of her own identity as a student.

According to a study by Byers, Dillard, Easton, Henry, McDermott, Oberman, and Uhramcher (1996), students at Urban Waldorf went from having 26 % of third grade students reading at or above grade level in 1992 to 63 % at or above grade level in 1995.

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

Here's an article worth reading about how closed - campus policies do much to improve school meal participation — and overall student nutrition — at the high school level.

Each month in the student flyer children will find a terrific selection of new and noteworthy fiction, classics, award - winning titles, perennial favourites, reference books, and more — all at amazing values and just - right reading levels.

Unfortunately, most districts and unions across the state set the bar so low that nearly 60 % of teachers got the highest rating when only a third of students read and do math at grade level.

The deceased, Bright Osei - Agyei, a level 400 student reading Business Administration went with friends to the Sir Charles Beach in Winneba at about 16:00 GMT Saturday, a friend Timothy told myjoyonline.com.

At 149 schools in the Bronx, less than one in ten can read or do math at grade level, and these schools disproportionately impact poor children of - color — 96 % of the 65,000 students in these failing schools are of - color, and 95 % come from families near or below the poverty linAt 149 schools in the Bronx, less than one in ten can read or do math at grade level, and these schools disproportionately impact poor children of - color — 96 % of the 65,000 students in these failing schools are of - color, and 95 % come from families near or below the poverty linat grade level, and these schools disproportionately impact poor children of - color — 96 % of the 65,000 students in these failing schools are of - color, and 95 % come from families near or below the poverty line.

Currently, only one in five Black or Hispanic students can read or write at grade level, and more than 200,000 Black and Hispanic students could not meet academic standards on this year's state exams.

In January, arguing to increase the weight of test scores, Mr. Cuomo cited the small number of teachers who were rated ineffective, noting that at the same time only about a third of students were reading or doing math at grade level, as measured by state tests.

The researchers found that students with intellectual disability who participated in four years of persistent, specialized instruction successfully learned to read at a first - grade level or higher.

After four years of the specialized teaching the researchers found that students with mild or moderate intellectual disability could independently read at the first - grade level, and some even higher.

The largest gains for the test — the Kentucky Instructional Results System, or KIRIS — came in reading and mathematics, with fewer students scoring at the «novice,» or lowest, level and more students scoring at the «proficient» and «distinguished» levels.

Jubilee students are reading at grade level within a year of arriving; they are then outperforming their peers on standardized TerraNova tests.

The 2011 8th - grade National Assessment of Educational Progress (NAEP) shows that only 18 percent of Hispanic students and 14 percent of black students read at or above proficiency levels.

At the first station students completed vocabulary, listening, speaking, and reading exercises adapted to their level in the online learning program Learn Social by Knowledge Transmission.

For example, there are plenty of examples of software that will provide reading level appropriate materials for students, or software that will deliver adaptive questioning for students at their level.

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

«In this way, students are given the opportunity to read good literature at a variety of levels, for a purpose other than just for a report in class.

«I have some English - language - learners, some students reading at fourth grade level, and some at fifth grade level.

Traditional distance learning models can be effective, but they need to be adapted to ensure the experience is accessible for students that typically enter programs reading at the 6th - 10th grade level.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

These HIGH INTEREST reading passages are geared toward grade level students and older students reading at a lower level.

Most of the students in this book, either through their own drivenness or through the interventions of adults — either parents, teachers, or related services people, therapists and so forth — develop the strategies they needed to be successful: to be able to access education at a high level; to know how to handle the heavy reading load when they read at a very low rate; to learn how to manage pain, which was the case with one of the students in the book who has chronic pain due to his physical disabilities; or to learn how to manage anxiety, which is the case of two of the people in the book.

Kira — We (including me) in the reading field have been telling teachers for many years that optimum learning would take place if students were placed at their instructional level.

The results showed that students who participated in the program performed at significantly higher levels in reading than the students in an experimental control group.

Sue Thomson: PIRLS is, as you said, the Progress in International Reading Literacy Study and it's a study of reading literacy of students at Grade 4Reading Literacy Study and it's a study of reading literacy of students at Grade 4reading literacy of students at Grade 4 level.

With informational texts [at the Advanced level], students are able to read relatively complex tasks, interpret that information from different parts of the text and integrate information from across the texts.

Over the past seven years, my district has mandated quarterly and mini-testing leading up to the state test at the end of the year, homogeneously - leveled classes according to test scores, double - blocked reading and math classes for students who do not pass the state tests, detailed lesson plans aligned to tested reading skills, and a strict pacing guide designed to cover all skills on the state test.

Some students in the class are reading at a first - or second - grade level, and some above fourth grade, which means Boxwood has to tweak her lesson plans a bit.

Created for High School Years 9, 10 Special Education students (ID, ASD, SLI) and students with learning difficulties who had varying literacy levels from non-readers to reading at close to peer age level but with low comprehension levels and limited higher order thinking skills.

The Common Core State Standards outline what students should know and be able to accomplish at each grade level in reading and math.

The issue with that is that if we have students in a classroom who are ranging from below Low, barely able to read and make sense of their text, to students who are reading at this Advanced level, it is very difficult for a teacher to be able to teach to a class with that wide a variety of literacy levels, and the problem is that these children who are not reaching the Low benchmark or are at the Low benchmark are, if you like, starting the race quite a long way behind all of these other kids.

In reading, it was the students in all - girls schools who were likely to outperform those in other schools (at all year levels), but the gap between single - sex and coeducational schools actually narrowed over time.

It's conducted at Year 4 level because that's the age at which students move from learning to read, to reading to learn.

Additional question for Tim: Is there any evidence for or against the state policies about retaining students who are not yet reading at grade level by the end of grade 3?

In its first year, 2004 — 05, the percentage of kindergarten and 1st - grade students reading at or above grade level increased from 26 to 96 percent; in the same period, the percentage of 5th graders reading at or above grade level increased from 18 to 55 percent.

In 1999, Michigan increased the reward for good academic performance by offering the Michigan Merit Award, a one - year $ 2,500 scholarship for any student who scores at Level I or Level 2 on the Michigan Educational Achievement Program (MEAP) tests in reading, mathematics, science, and writing.

Results from Programme for International Student Assessment (PISA) 2012 show that more than one in four 15 - year - old students in Organisation for Economic Co-operation and Development (OECD) countries did not attain a baseline level of proficiency in at least one of the three core subjects PISA assesses: Reading, Mathematics and Science.

With a goal to have all students reading at or above grade level by the end of third grade, Arizona's Literacy Director Terri Clark seized the opportunity to utilize the 16 memos, sharing them with partners as well as the communities that signed on to work with Read On Arizona — a public - private partnership that includes the Arizona Department of Education, Arizona Head Start Collaboration Office, First Things First, and other state - based foundations.

Between 2004 and 2014, the percentage of students scoring at or above grade level in reading, writing, and math increased from 33 to 48, far faster than the state average.

The GRC analysis also differs from those of Hanushek et al. in that the latter focus on students performing at the advanced or proficient level, while we focused on the average student performance in both math and reading.

Teachers need a way to organize websites, make it easier to control several different computers, smart phones and tablets at once, and have their students navigate the web even if they are not always on the same reading and typing levels.

The success of the Massachusetts approach has important implications, especially as states roll out the new Common Core standards academic goals for what students should be able to do in reading and math at each grade level to ensure high school students graduate ready for the demands of higher education and the 21st century workforce.

Doing college - level work requires more than just taking what you read at face value and memorizing a bunch of facts — students should practice thinking critically about what they see, hear and read.

Indiana, for instance, includes in its language arts guidelines suggested reading lists for students at various grade levels.

But in May 2002, the state legislature made one of its boldest moves, revising the School Code, the state's education law, to require 3rd - grade students to score at the Level - 2 benchmark or above on the reading portion of the FCAT in order to be promoted to 4th grade.

Such an aspiration is a challenge at the school, where up to 90 percent of students in the inaugural class entered with reading and math skills below grade level.

The study found that if a school had 25 percent more students performing at a proficient level in math and reading, the school was rated a half grade higher by parents.