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Heydarnejad, Tahereh; Tagavipour, Fariba; Patra, Indrajit; Farid Khafaga, Ayman – Language Testing in Asia, 2022
The types of assessment tasks affect the learners' psychological well-being and the process of learning. For years, educationalists were in search of finding and implementing accurate and convenient approaches to assess learners efficiently. Despite the significant role of performance-based assessment (PBA) in affecting second/foreign language…
Descriptors: Performance Based Assessment, Reading Comprehension, Reading Achievement, Student Motivation
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Supakorn, Patnarin; Panplum, Saowalak – International Journal of Instruction, 2022
Several past studies of EFL learners' reading strategies have focused either on the strategies they used for learning to read or on those they used for taking tests. However, studies that distinguish the reading strategies used by EFL learners for learning-to-read purposes from those used for test-taking purposes in the target language, and that…
Descriptors: English (Second Language), Second Language Learning, Reading Instruction, Test Wiseness
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Cai, Yuyang; Yang, Min; Yao, Juanjuan – Assessment in Education: Principles, Policy & Practice, 2022
This study investigated the relationship between formative assessment and reading achievement in Hong Kong, a Confucian Heritage Culture (CHC) society. 4,837 Hong Kong students were surveyed in a nine-item questionnaire that was used as indicator variable of formative assessment strategies. The study used multi-group structural equation modelling…
Descriptors: Formative Evaluation, Evaluation Methods, Reading Achievement, Foreign Countries
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Xiao, Ya; Hew, K. F. – Journal of Educational Computing Research, 2022
Evolving information and communication technology (ICT) reshapes people's reading activities by popularizing digital reading. Past studies focused on the relationships between students' frequency of ICT use and reading performance but neglected the possible interrelationships between students' ICT-related psychological factors, school contextual…
Descriptors: Comparative Analysis, Information Technology, Telecommunications, Psychological Patterns
Goldhaber, Dan; Kane, Thomas J.; McEachin, Andrew; Morton, Emily; Patterson, Tyler; Staiger, Douglas O. – National Bureau of Economic Research, 2022
Using testing data from 2.1 million students in 10,000 schools in 49 states (plus D.C.), we investigate the role of remote and hybrid instruction in widening gaps in achievement by race and school poverty. We find that remote instruction was a primary driver of widening achievement gaps. Math gaps did not widen in areas that remained in-person…
Descriptors: Distance Education, Blended Learning, Electronic Learning, COVID-19
Marren, Timothy P. – ProQuest LLC, 2022
Past studies have found that in the elementary grades, females perform better in literacy achievement than their male counterparts when instruction is provided in an in-person learning environment. With the onset of COVID-19 in 2020, schools in the United States switched to a virtual instructional model. This study sought to determine if a…
Descriptors: Gender Differences, Elementary School Students, Reading Achievement, Grade 1
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Eichhorn, Katie; Gilbert, Kathy; Hall, Myra; Lawyer, Gretchen; Nunez, Jill – Research-publishing.net, 2022
In this case study, Katie Eichhorn, Kathy Gilbert, Myra Hall, Gretchen Lawyer, and Jill Nunez from Johnson STEAM Academy in Cedar Rapids, Iowa, share data showing improved reading results after their first year of implementation of Sounds-Write, including a successful partnership with a local middle school to use Sounds-Write with Grade 7 students…
Descriptors: STEM Education, Magnet Schools, Elementary School Students, Program Implementation
Ashley Ann Edwards – ProQuest LLC, 2022
Little is known about what contributes to individual differences in reading fluency after accounting for accuracy. Previous research has shown individual differences in the relative growth in word and nonword reading, specifically a pattern in which students who start lower on reading grow more in word than nonword reading ability. The purpose of…
Descriptors: Prediction, Reading Ability, Reading Fluency, Reading Rate
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Markovitz, Carrie E.; Hernandez, Marc W.; Hedberg, E. C.; Whitmore, Heidi W. – American Educational Research Journal, 2022
This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K-3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation…
Descriptors: Program Effectiveness, Volunteers, Reading Programs, Elementary School Students
Valarie McMillan – ProQuest LLC, 2022
The COVID-19 pandemic caused unprecedented disruptions to teaching and learning. In March 2020, COVID-19 pandemic was recognized as a life-threatening virus, therefore, schools across the United States of America had an induced lockdown, which prevented the continuation of in-person learning. Adjustments, quickly, were made to the learning…
Descriptors: Reading Achievement, Language Arts, Mathematics Achievement, Grade 8
Chel'Lee Whitten – ProQuest LLC, 2022
The purpose of this study was to determine if ongoing, sustained professional development in the area of reading resulted in an increase in student achievement on reading scores using i-Ready reading comprehension data. For the purpose of this study, students were divided into two groups: Group 1 was taught by teachers who received ongoing,…
Descriptors: Academic Achievement, Reading Achievement, Reading Comprehension, Faculty Development
Austin Agee; Stephanie Jernigan; Fonda Quick – ProQuest LLC, 2022
In response to Tennessee's decades-long stagnant reading achievement levels, the Tennessee Literacy Success Act (TLSA) was enacted to ensure all Tennessee children will learn to read using a foundational literacy skills approach. The purpose of this qualitative study was to examine the TLSA legislation and its impact on educator preparation…
Descriptors: State Legislation, Emergent Literacy, Literacy Education, Reading Achievement
Stephanie Jernigan; Austin Agee; Fonda Quick – ProQuest LLC, 2022
In response to Tennessee's decades-long stagnant reading achievement levels, the Tennessee Literacy Success Act (TLSA) was enacted to ensure all Tennessee children will learn to read using a foundational literacy skills approach. The purpose of this qualitative study was to examine the TLSA legislation and its impact on educator preparation…
Descriptors: State Legislation, Emergent Literacy, Literacy Education, Reading Achievement
Donald Wayne Meyer – ProQuest LLC, 2022
The fifth-grade boys at an elementary school in Texas consistently perform lower than girls on the State of Texas Assessments of Academic Readiness (STAAR) reading portion. The gender gap in reading is not exclusive to this school. Boys score lower than girls on state-administered reading assessments each year in the United States (U.S.) and have…
Descriptors: Elementary School Students, Males, Video Games, Reading Comprehension
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Johny Daniel; Amy Barth; Ethan Ankrum – Reading Teacher, 2024
Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…
Descriptors: Intervention, Reading Comprehension, Reading Skills, Elementary School Students
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