The Common Core State Standards (CCSS) establish a challenging text-complexity standard for all high school graduates to read at college and workplace text-complexity levels. We argue that implementation of the CCSS standard requires concurrent examination of historical student reading-growth trends. An example of a historical student average…

Reading and understanding a written text is one of the most important skills in English learning.This study attempts to benchmark Year Five students' reading abilities of fifteen rural schools in a district in Malaysia. The objectives of this study are to develop a set of standardised written reading comprehension and a set of indicators to inform…

The middles grades are critical to public school systems and our nation's economy. It's the make-or-break point in students' futures. Studies repeatedly show when students are not engaged and lose interest in the middle grades, they are likely to fall behind in ninth grade and later drop out of school. When this happens, the workforce suffers, and…

This research used prospective longitudinal data to examine the associations between first-grade teachers' over- and underestimation of their students' math abilities, basic reading abilities, and language skills and the students' high school academic performance, with special attention to the subject area and moderating effects of student…

Evidence is inclusive that dialect interferes with learning to read, and there is research indicating that a teacher's bias against dialect can mean lowered expectations and lowered performance. (JMF)

This study examined the possibility that expectancy or anticipatory reactions influence the ability to read. The Event Related Potentials (ERPs) of 10 dyslexic Mexican male students (ages 11 to 13) and eight normal male students of the same age range were evaluated. ERPs were measured while the children read words, both in and out of context, that…

Each of 15 second-grade Catholic school teachers' top-and bottom-reading group sessions were tape recorded. Good teacher behavior between top and bottom groups was compared by means of a correlated t -test. Findings indicated that teacher behavior may not be adversely affected by teacher expectation. (Author/RC)

Rather than abandon reading expectancy formulae because they produce different reading expectancy scores, educators should attempt to improve such formulae in order to make appropriate decisions about students. Potential reading levels derived from the use of various expectancy formulae may be compared after converting the scores to stanines,…

The purposes of this study were to determine to what extent students' expectancies, as measured by students' predictions, related to test performance; to determine if taking the test would alter or influence students' expectations and the accuracy of their predictions; and to determine if students' expectations could be altered by a report…

A test was made to determine whether high expectancy prediction (the Rosenthal effect) would significantly effect reading achievement and IQ scores for tenth-grade students. Random samples of 112 students each were drawn from the tenth grade of a New Jersey high school representing a wide distribution of socioeconomic levels. The Sequential Tests…

Compares the Bond and Tinker, and the Harris reading expectancy formulas, using 113 fourth, fifth, and sixth graders. Finds that the use of both formulas is desirable in clinical situations, but that the Harris formula is preferable if gains on standardized tests are the only criteria of success. (RL)

A survey of 168 preschool children's parents found that less than half of the children with single or multiple disabilities were read to daily or engaged in writing or drawing activities weekly. Relative priorities given to learning to read and write and expectations for reading and writing abilities were lower for children with multiple…

The purpose of this study was to determine if significant differences exist between mothers', fathers', and teachers' expectations for kindergarten children's reading development and their appraisals of kindergarten children's readiness for reading. The sample population in the investigation consisted of kindergarten children, the children's…

A study was conducted of how children's expectations for their own school performance develop over their first-grade year and what factors influence these expectations. Expectations for performance in reading and arithmetic were studied. Both middle class and lower class (black and white) children have higher expectations than their subsequent…

To better understand the effects of the family on the reading achievement of black children, a study examined the relative influence of specific maternal variables and the family socioeconomic status (SES) on reading achievement. A total of 31 mother-child dyads were selected from a university reading clinic, with the children aged 7 through 11…