Last edited by Zulkigar
Thursday, July 30, 2020 | History

3 edition of Exploring high and improving reading achievement in Connecticut found in the catalog.

Exploring high and improving reading achievement in Connecticut

Exploring high and improving reading achievement in Connecticut

lessons from the states

  • 357 Want to read
  • 8 Currently reading

Published by National Education Goals Panel, U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Washington, DC] .
Written in English

    Subjects:
  • Reading -- Ability testing -- Connecticut.,
  • Effective teaching -- Connecticut.

  • Edition Notes

    Other titlesLessons from the states
    StatementJoan Boykoff Baron with comments by Reid Lyon, David Grissmer and the National Institute for Literacy.
    ContributionsUnited States. National Education Goals Panel., Educational Resources Information Center (U.S.)
    The Physical Object
    FormatMicroform
    Pagination1 v.
    ID Numbers
    Open LibraryOL18295616M

    Program to help states and school districts establish high-quality reading instruction in kindergarten through grade 3. GO > National Institute for Literacy: Information on research, practices, and policies aimed at improving reading instruction for children, youth, and adults. GO > Teaching Materials from ED Summer Workshops. The "achievement gap" in education refers to the disparity in academic performance between groups of students. It is most often used to describe the Author: Susan Ansell.

    Over the past 40 years, white-black and white-Hispanic achievement gaps have been declining, albeit unsteadily. Every few years, a sample of 9-, , and year-olds from around the United States are given tests in math and reading as part of the National Assessment of Educational Progress (NAEP). NAEP, sometimes called "The Nation’s Report Card," is designed to provide . A Research Agenda for Improving Reading Comprehension 31 1. Instruction that is designed to enhance reading fluency leads to fairly sig-nificant gains in word recognition and fluency and to moderate gains in comprehension. A substantial amount of practice over an extended period of time is required for a reader to acquire fluency.

    Silent Reading. There is little question that the opportunity to read whether silent or oral has been shown to be strongly associated with gains in students’ reading achievement (Allington, ; Guthrie, Schafer, & Huang, ; National Reading Panel, ).In addition to the strong correlation evidence for time spent reading and reading achievement, causal evidence for the Cited by: Since a body of literature has substantiated the importance of one-to-one tutoring (Allington, , Bloom, Chi et al., ;Dunston, ), it stands to reason that the literacy center model.


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Exploring high and improving reading achievement in Connecticut Download PDF EPUB FB2

Get this from a library. Exploring high and improving reading achievement in Connecticut. [Joan Boykoff Baron; Reid Lyon; David W Grissmer; National Institute for Literacy (U.S.); United States.

National Education Goals Panel.]. Get this from a library. Exploring high and improving reading achievement in Connecticut: lessons from the states. [Joan Boykoff Baron; United States.

National Education Goals Panel.; Educational Resources Information Center (U.S.)] -- A case study analyzed Connecticut's state-level and district-level policies and practices related to its high level of reading achievement. of "Exploring High and Improving Reading Achievement in Connecticut" pre-pared for the Goals Panel by Joan Boykoff Baron.

All data pages are from the Goals Report prepared by Cynthia Prince and Westat staff members Jennifer. Hamilton, Babette Gutmann, and Mike Walker. Christopher Harrington and Burt. The action research project report began when the teacher researchers determined that students at Sites A and B struggled with reading achievement.

The purpose of the project was to improve students' reading achievement through increased motivation, specific skill instruction, and additional practice time. The project involved 26 students: 17 second-grade students, 4 first Cited by: 6.

Exploring High and Improving Reading Achievement in Connecticut - Part 1, Part 2, Part 3 A case study by Joan Boykoff Baron that looks at state and local policies and practices in effect in Connecticut in the s, the period NAEP and a parallel state test document high and improved reading performance among all subgroups in the state.

Now in its second edition, Reading and the High School Student presents the issues and trends for improving literacy learning in secondary schools. Perfect for both pre-service and in-service teachers, the book emphasizes classroom applications and offers solutions for the development of literacy programs at the school and district levels/5(2).

Exploring High and Improving Reading Achievement in Connecticut. Lessons from the States [microform] / J Exploring high and improving reading achievement in Connecticut [microform]: lessons from the states /. Your age makes no difference determining how good a book like this is for you.

People of any age should always keep learning. How to quickly and easily improve your reading comprehension skills not only teaches you, but it also teaches you to learn more easily in the future/5(34). IMPROVING READING COMPREHENSION THROUGH HIGHER-ORDER THINKING SKILLS Brigitte A.

McKown, B.S. Cynthia L. Barnett, B.S. A Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts Saint Xavier University Chicago, Illinois May File Size: KB.

efforts in committee (Snow et al) recommended that low-performing schools consider reading reform efforts with a dual focus on improved classroom reading instruction and schoolwide organizational issues.

In an effort to share the good news about what can be done to increase learning and achievement for students in high-povertyFile Size: 2MB. The current levels of reading achievement still fall far short of what is needed in the workplace, in colleges, and in the international arena.

Although international competition is growing, U.S. students graduating from high school or college and entering the workforce are increasingly less literate.

The serious implications of these alarming. Does reading practice make perfect. Or is reading achievement related to the quality of practice as well as the quantity. To answer these questions, data on 45, students in grades who read over 3 million books were analyzed.

Measures largely of quantity (engaged reading volume) and purely of quality (success in reading comprehension) showed a positive relationship with Cited by: Research-Based Principles for Improving the Reading Achievement of America's Children.

By: Center for the Improvement of Early Reading Achievement. Home language and literacy experiences that lead to the development of key print concepts are plentiful among children who enter school prepared to learn to read.

This study describes the long-term reading achievement of a group of children identified by teachers in as low-achieving students in reading. Four research questions guided the study, and the participants came from 12 elementary schools in Montgomery County, : Alice J.

Feret. Reading next: A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education. Graham, S. and Perin, D. Writing next. Washington, DC: Alliance for Excellent Education.

Haynes, M. An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools. (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.

Department of File Size: 1MB. IMPROVING THE READING ACHIEVEMENT OF SELECTED AT-RISK READERS: ONE SCHOOL DIVISION’S APPROACH By Alice J. Feret (Abstract) This study describes the long-term reading achievement of a group of children identified by teachers in as low-achieving students in reading.

Four research. Baron, JB Exploring high and improving reading achievement in Connecticut Washington, DC National Educational Goals Panel Google Scholar Barton, PE One-third of a nation: Rising dropout rates and declining by: ByConnecticut had surpassed all other states in 4 th grade reading and mathematics achievement on the NAEP and scored at the top in 8 th grade mathematics, science, and writing.

Although Connecticut still has an achievement gap it is working to close, black students in Connecticut score significantly higher than their counterparts Cited by: The review of individual studies underlies all What Works Clearinghouse (WWC) products, from reports on a single study to a systematic review of all studies on an intervention.

Connecticut students of all races showed improvement on the test, but as in the past, the data reflects a daunting achievement gap between white students and black and Hispanic : KATHLEEN MEGAN.The intent of this concurrent mixed methods study is to explore the impact of “reading” on reading.

In this study, running records will be used to measure and compare the reading growth of students who participate in an after-school reading program with similar first graders who do not participate in an after-school reading club.

Middle and high school students can become stronger readers. Here's expert advice for how you can help. by: Kevin Feldman EdD | Parents often wonder what can be done to improve their middle or high school student’s reading speed and comprehension skills.

In this article, Kevin Feldman, Ed.D., addresses this concern.