Influenced by current legislation calling for full alignment to the science of reading, literacy instruction in Ohio has started shifting. Additionally, Ohio has devoted funds for literacy coaching to improve students' literacy achievement outcomes on state assessments. This correlative study analyzed the relationship between school districts that…

Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-­affective variables, specifically reading self-concept and reading enjoyment, in relations…

The purpose of this quantitative study was to examine the effects of the Response to Intervention Three Tier Model on third graders' reading achievement. Two hundred forty-three students participated in this study. Students were from an elementary school in the southeastern region of the United States. The data on the students was collected…

The focus of this quantitative study was to identify third grade ISTEP+ data from the top 10 increasing and declining enrollment public school districts in the state of Indiana to determine if communities experiencing high percentages of increasing or declining enrollments have significantly different achievement in language arts. This data was…

Studies the reading, spelling, and orthographic skills of Grade 3 children who met their criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Reveals main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. (SG)

A study examined: (1) whether a relationship exists between self-concept relating to reading and reading performance of school children in grades three and four; and (2) whether it is possible to identify the four types of self-concept proposed by M. Levesque and derived from Staats Paradigmatic Behaviorism (positive-realistic,…

A STUDY DESIGNED TO DETERMINE THE EFFECT ON CLASS PERFORMANCE OF VERBAL CUES ADMINISTERED AS PUPILS WORKED ON A GROUP READING TEST WAS CONDUCTED. THE SUBJECTS WERE PUPILS IN 18 SECOND-GRADE CLASSES AND 18 THIRD-GRADE CLASSES TO WHICH 36 FEMALE STUDENT TEACHERS WERE ASSIGNED. THE TASKS WERE TWO SUBTESTS OF THE "NEW DEVELOPMENTAL READING…

The purpose of this study was to investigate the differences of third grade students' reading achievement who have experienced the Reading Renaissance approach to reading instruction (a comprehensive program that balances a reading curriculum with an intensive regimen of reading practice, proven motivational techniques, and state-of-the-art…

This study was conducted to determine what effect instruction in listening skills would have on reading achievement and listening comprehension of third grade students. "A Skills Oriented Curriculum to Teach Listening," by Metfessel and Hammond, was used to instruct the students, who were then tested to determine whether it had had an effect.…

A study investigated whether third graders who attended preschool had significantly higher reading achievement scores than students who did not attend preschool. Subjects were 60 students at a public school located in a predominantly low and low middle socioeconomic neighborhood on the south side of Chicago, Illinois. Half the students had…

Found that the ability of third grade students to answer literal and inferential comprehension questions was unaffected by the mode of reception (listening, oral reading, silent reading) when controls were imposed on reading achievement and difficulty level of the material. (FL)

Determines grade-level reading rates for third- and fifth-grade students as well as reading rates that correspond to independent, instructional, and frustration reading levels as determined through informal reading-inventory procedures. Suggests that availability of reading-level-rate norms can assist reading diagnosticians in evaluating the…

A study examined the effects of instruction versus no instruction of comprehension monitoring strategies and the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness and reading achievement of students. Subjects, 57 fifth-grade and 51 third-grade students from 6 intact classrooms…

A study examined whether preschool attendance has a positive effect on reading achievement of third graders. Subjects were 40 students attending third grade at the Benjamin Wright Raymond Public School (100% minority students), located in a mostly low socioeconomic neighborhood in the Chicago, Illinois area. Half of the subjects had attended…