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Download full textGuldenoglu, I. Birkan; Kargin, Tevhide; Miller, Paul – Educational Sciences: Theory and Practice, 2012
The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) participated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading…
Descriptors: Word Processing, Reading Comprehension, Grade 2, Reading Skills
Zhao, Huafang; Modarresi, Shahpar – Montgomery County Public Schools, 2013
This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…
Descriptors: Preschool Education, School Schedules, Models, Academic Achievement
Direct linkReynolds, Corey W. – ProQuest LLC, 2011
The purpose of this inductive and quantitative research study is to examine the influence of dual language education upon the development of literacy skills in English proficient kindergarten through grade 2 students. Secondly, this research is purposed to aid in filling the void in the limited way in which educational researchers have examined…
Descriptors: Kindergarten, Grade 1, Grade 2, Reading Skills
Stockard, Jean – Journal of Research in Rural Education, 2011
Reviews of research on rural education suggest that identifying ways to help rural schools improve teachers' pedagogical skills should be a high priority. This article addresses this issue by examining changes in reading skills through the primary grades of students in three rural, Midwestern districts that occurred after the implementation of a…
Descriptors: Control Groups, Rural Schools, Rural Areas, Effect Size
Rupp, Andre A.; Lesaux, Nonie K. – Educational Evaluation and Policy Analysis, 2006
The present study was designed to examine the relationship between performance on a standards-based assessment of reading comprehension in fourth grade and performance on a diagnostic battery of component skills of reading for a cohort of children who were followed from kindergarten through fourth grade. The findings demonstrate that the…
Descriptors: Accountability, Longitudinal Studies, Test Interpretation, Academic Standards
