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Descriptors:
Academic Achievement; Mathematics Achievement; High School Students; Grade 10; Grade 12; Recreational Activities; Reading Tests; Mathematics Tests; Reading Achievement; Computer Use; Video Games; Statistical Analysis; Longitudinal Studies; Correlation; Hierarchical Linear Modeling

Abstract:
Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies have focused on small intact and qualitative samples. The purpose of the present study is to examine the association between academic achievement in high school and student use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model. Our results indicate that both student use of computers for fun and moderate levels of video gaming were positive and significant on cross-sectional reading and mathematics achievement assessments in high school, controlling for multiple covariates of achievement, but were not related to growth in mathematics from grade 10 to grade 12. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Intervention; Reading Instruction; Grade 7; Reading Motivation; Reading; Reading Achievement; Adolescents; Middle School Students; Correlation; Measurement; Reading Teachers; Language Arts; Control Groups; Experimental Groups; Structural Equation Models; Reading Comprehension

Abstract:
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. (Contains 2 tables, 3 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academically Gifted; Reading Achievement; Reading Instruction; Elementary School Students; Reading Comprehension; Reading Fluency; Magnet Schools; Scores; Talent; Oral Reading; Reading Tests; Individualized Instruction; Teaching Methods

Abstract:
This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral reading fluency scores was found across all elementary schools, as students scored from below the 10th percentile to above the 90th percentile. These results demonstrate the wide range of reading achievement in diverse populations of students, including gifted students, and the need for teachers to differentiate both reading content and instruction to enable all students to make continuous progress in reading. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Core Curriculum; State Standards; Alignment (Education); Grade 2; Grade 3; Elementary Education; Language Arts; Beginning Reading; Reader Text Relationship; Difficulty Level; Reading Achievement; Pattern Recognition; Readability Formulas; Word Frequency

Abstract:
The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2-3, 4-5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2-12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks the entry into the staircase and a critical developmental juncture. In this article, we examine the theoretical and empirical support for three assumptions that underlie the acceleration of text complexity in Grades 2-3. Then we identify patterns in American reading achievement and instruction to illustrate the potential and far-reaching consequences of an increase in the first step of the CCSS staircase. (Contains 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Program Effectiveness; Reading Skills; Bilingual Education; Limited English Speaking; State Legislation; English (Second Language); Second Language Learning; Grade 3; Elementary School Students; English Only Movement; Educational Practices

Abstract:
The large number of limited English proficient (LEP) children in U.S. schools and the uncertainty about the impact of bilingual education versus English immersion on their achievement warrant rigorous investigation of the effects of "English immersion laws." We estimated the impact of "Question 2", the Massachusetts English immersion law, and explored whether programs provided to LEP students before and after "Question 2" imparted different language and reading skills. The results suggested that "Question 2" had no substantial effect on third-grade LEP students' reading achievement; there was suggestive evidence that pre- and post-"Question 2" programs might attach emphasis to different subskills. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Equipment; Auditory Stimuli; Elementary School Students; Reading Difficulties; Language Impairments; Reading Achievement; Reading Rate; Reading Fluency; Reading Comprehension; Outcomes of Treatment

Abstract:
This exploratory study examined the effects of Interactive Metronome (IM) when integrated with a traditional language and reading intervention on reading achievement. Forty-nine school-age children with language and reading impairments were assigned randomly to either an experimental group who received the IM treatment or to a control group who did not. Both groups received language and reading intervention, and the experimental group received an additional four hours of IM treatment during a four-week period. Although both groups made gains in reading rate/fluency and comprehension, the extent of the gains was much larger in the IM group. IM training may be useful for promoting the reading rate/fluency and comprehension of children with language and reading impairments. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Teacher Effectiveness; Elementary School Students; Grade 5; Teacher Persistence; Faculty Mobility; Elementary School Teachers; Labor Turnover; Teacher Influence; Language Arts; Reading Achievement; Mathematics Achievement; Scores; Racial Differences; Low Achievement; Grade 4; Urban Schools; At Risk Students; Minority Group Students; Observation

Abstract:
Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York City fourth- and fifth-grade student observations over 8 years. The results indicate that students in grade levels with higher turnover score lower in both English language arts (ELA) and math and that these effects are particularly strong in schools with more low-performing and Black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the distribution in teacher quality. (Contains 3 figures, 17 tables, and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Based Assessment; High Stakes Tests; Reading Achievement; Achievement Tests; Reading Tests; Reading Fluency; Middle School Students; Grade 7; Correlation; Scores

Abstract:
The purpose of this study was to investigate the relationship between oral reading fluency and performance on a statewide reading achievement test for middle grades students. Participants in this study were 75 seventh grade students. One month before the students were administered the state test, each student read three probes from their current basal reader to determine an oral reading fluency rate. The Ohio Grade 7 Reading Test scores were correlated with oral reading fluency rates to determine the extent of the relationship between the results. Results support the use of oral reading fluency assessment as a valid tool for identifying students at risk of not passing the statewide reading achievement test. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; At Risk Students; Tutoring; Problem Solving; Mathematics Education; Pretests Posttests; Word Problems (Mathematics); Intervention; Small Group Instruction; Intermode Differences; Teaching Methods; Achievement Gains; Aptitude Treatment Interaction; Grade 3; Mathematical Enrichment; Mathematics Achievement; Learning Disabilities

Abstract:
This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical structure of additive problems to represent and solve word problems. At-risk students (N = 136) from 35 classrooms scoring below a proficiency level on their district accountability assessment were assigned randomly to treatment groups. Results indicated interaction effects on the word problem-solving (WPS) posttest and retention tests such that SBI students with higher incoming (pretest) WPS scores outperformed SBC students with higher pretest scores, whereas SBC students with lower pretest scores outperformed SBI students with lower pretest scores. No effects were found on number combinations automaticity, and mathematics and reading achievement. Implications to improve the problem-solving performance of at-risk students are discussed. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Exit Examinations; High School Students; African American Students; Curriculum Design; Classroom Environment; Culturally Relevant Education; High Stakes Tests; Reading Achievement; Student Attitudes; Literacy; English; Language Arts

Abstract:
This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student's perspectives in curriculum design and instruction. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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