A quasi-experimental design investigated the effectiveness of three reading intervention types in increasing reading comprehension, both explicit and implicit, using a sample of 78 students, approximately 17% of the population of third through fifth grades at a single-school, rural, K-12, Central Texas school district with an enrollment of…

This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control…

The purpose of this study is to examine how the 1:1 laptop initiative impacted student achievement for the students at a single intermediate school (grades 4-6) in Mooresville, North Carolina. Researchers Dunleavy, Dexter, & Heinecke, 2007; Mouza, 2008; O'Dwyer, Russell, Bebell & Tucker-Seeley, 2005 have called for additional research…

Few researchers have addressed student achievement outcomes as a function of grade configurations for older elementary-aged students. Thus, this study was designed to determine differences between students' Grade 5 reading and mathematics achievement in elementary schools (K-5) as compared to intermediate schools (Grade 5, 5-6) for 5 academic…

The following study investigated the relationship between teacher effectiveness, as defined by the teacher's proficiency score on Domain VIII of the Texas Professional Development and Appraisal System (PDAS), and student achievement on the fourth- and fifth-grade Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics tests. This…

A study determined the effect of parental involvement on reading achievement of participating students. Subjects were 22 fifth-grade students in a Chicago public school who received parental involvement and 19 students in the same school who did not receive parental involvement. Subjects' scores on the Iowa Tests of Basic Skills were used in the…

A study assessed dimensions of children's reading motivations by giving them a revised version of the Motivations for Reading Questionnaire (MRQ). The MRQ is designed to assess 11 possible dimensions of reading motivations, including reading efficacy, several intrinsic and several extrinsic reading motivations, social aspects of reading, and the…

A study explored 97 less proficient fifth graders' use of imagery when given oral prompts to image or general memory directions (control) and when reading explicit or implicit texts. The effects of imagery on story comprehensions and affective responses were measured by immediate and delayed story recalls, cued recall questions, and an open-ended…

A study answered the question: are there significant differences in scores for two forms of the Gates-MacGinitie Reading Tests, Third Edition? Subjects, 23 fifth graders, were given Forms K and L, Level 5/6, of the Gates-MacGinitie Reading Test. The tests were administered by the regular classroom teacher in two testing sessions. Students were…

To determine if a relationship existed between physical skills and achievement in reading, mathematics, and listening comprehension of fifth-grade students, a study evaluated 334 fifth-graders in Starkville, Mississippi, on 20 physical fitness, motor fitness, and sports skills, as well as the Stanford Achievement Tests. The physical skills test…

A study investigated the effects of sentence combining instruction on the reading comprehension and writing maturity of fifth grade children. The sample consisted of an experimental and a control group with 25 children in each group. For 6 weeks the experimental group received instruction in sentence combining, defined for purposes of the study as…

Links between reading and short memory span, slow naming time, and slow speech rate were investigated for 140 fifth and sixth grade students given a reading test and tests of the 3 variables. Reading was best predicted by naming time, followed by speech rate; prediction from memory span was weak. (SLD)

Examines how dimensions of reading motivation related to students' reading activity and achievement. Finds that the strength of the relations between reading motivation and reading achievement was greater for girls and for white students. Demonstrates that reading motivation is multidimensional and should be regarded as such in research and in…

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)

Previous research has indicated that children comprehend more of material of high interest than material of low interest, when each child is given a mixture of both types. In the present study of fifth-grade children, each child received either all high-interest material or all low-interest material. Interests were assessed using a picture-rating…