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Theses/Dissertations

Elementary Education

The College at Brockport: State University of New York

Reading achievement

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Full-Text Articles in Education

Guided Reading: Its Effects On Reading Achievement And Attitudes, Colleen Vinciquerra Dec 2002

Guided Reading: Its Effects On Reading Achievement And Attitudes, Colleen Vinciquerra

Education and Human Development Master's Theses

This study was designed to analyze the effect of guided reading on second graders reading achievement. This study also examined the effect guided reading had on students' attitude towards reading.

The subjects included forty-two second graders from a rural school in western New York. There were two second grade classes who participated in the study. The experimental group received guided reading. The control group did not.

The researcher used Running Reading Records as the tool to determine the students' reading level. The students Running Reading Records were taken at the beginning of the study and again at the end of ...


The Effects Of Using The Modified Neurological Impress Method To Improve The Fluency Of Second And Third-Grade Low Achieving Readers, Denise T. Sprout May 2001

The Effects Of Using The Modified Neurological Impress Method To Improve The Fluency Of Second And Third-Grade Low Achieving Readers, Denise T. Sprout

Education and Human Development Master's Theses

The purpose of this study was to examine the effects of using the modified neurological impress method to improve the reading fluency of five low achieving second and third grade students. All of the subjects attended a rural public elementary school in western New York. Students in the study received remedial reading support in addition to the modified NIM sessions. The study was conducted over an eight-week period. The researcher trained four parent volunteers and a classroom monitor to implement the modified NIM and recording procedures. Parent volunteers met with students four times a week for approximately 10 to 15 ...


Is Phonemic Awareness Directly Related To Reading Achievement In Fourth Grade Students?, Fredericka E. Schaefer May 1998

Is Phonemic Awareness Directly Related To Reading Achievement In Fourth Grade Students?, Fredericka E. Schaefer

Education and Human Development Master's Theses

This study looked at the relationship between phonemic awareness and reading achievement in fourth grade students. The study involved 26 fourth graders from the same class at a suburban school in western New

York State. The question addressed was: Can phonemic awareness be used as a predictor of reading achievement with fourth grade students? The data were collected using the word recognition and passage comprehension sections of the Woodcock Reading Mastery Test and the Yopp-Singer Test of Phoneme Segmentation. The Pearson product-moment coefficient of correlation was calculated to determine to what extent reading ability and phonemic awareness are related. This ...


The Correlation Of Reading Outside School And Reading Proficiency, Tonya M. Lustumbo Dec 1993

The Correlation Of Reading Outside School And Reading Proficiency, Tonya M. Lustumbo

Education and Human Development Master's Theses

The purpose of this study was to investigate the relationship between time spent reading outside of school and reading proficiency, as measured by the Reading Comprehension component of the California Achievement Test. The underlying philosophy of this research stressed that the best way to develop reading ability is to provide abundant opportunity for experiencing reading. The research was conducted at a small, rural school in western New York State. As part of the recreational reading program, Book-It!, students were required to record the amount of reading they did outside of school each day for five months. The students' reading proficiency ...


Reading Achievement Of General Education Children In Blended Classes, Dawn J. Squicciarini Aug 1993

Reading Achievement Of General Education Children In Blended Classes, Dawn J. Squicciarini

Education and Human Development Master's Theses

Using 64, sixth grade students from a rural Western New York school district, the examiner attempted to determine if the current practice of integrating special needs students into the regular classroom has any effect on the reading achievement of the general education student. To accomplish this, the examiner found two comparable groups from the current sixth grade class. Group A was the integrated students and Group B was the traditional students. The total reading scores from annual standardized reading tests were compared.

Using a calculated t test, the data showed no statistically significant difference in achievement between the two test ...


The Effects Of Early Entrance To Kindergarten On Reading Achievement, Jonathan Malcolm Sanford Aug 1988

The Effects Of Early Entrance To Kindergarten On Reading Achievement, Jonathan Malcolm Sanford

Education and Human Development Master's Theses

This study investigated the effects of kindergarten entrance age on reading achievement scores at the end of first and sixth grade. The subjects in. this study were one hundred nineteen first grade students and ninety sixth grade students attending classes at the Albion Central School, a small rural district located in Western New York State.

Subjects were identified as either early or later kindergarten entrants. The Stanford Achievement Test (1982) was administered in May 1986 to measure subjects' total reading achievement.

A Chi-square test of independence was calculated for the categories of early and later kindergarten entrants. A separate Chi-square ...


An Investigation Of Fifth Graders Reported Reading Style Perceptual Preferences And Reading Achievement, Bethann Abballe Sanford May 1988

An Investigation Of Fifth Graders Reported Reading Style Perceptual Preferences And Reading Achievement, Bethann Abballe Sanford

Education and Human Development Master's Theses

One hundred twenty-one fifth grade students attending a rural public school and of a mixed socioeconomic and academic background were surveyed to determine their perceptual reading style preferences. The Reading Style Inventory (RSI) was used to obtain the perceptual preferences the subjects preferred during reading activities.

Reading Achievement scores were obtained from the results of the Stanford Achievement Test, administered in May of the subjects fourth year.

The study was designed to determine if there was a significant relationship between the reported preference in the reading style element of perception and the reading achievement of above average, average and below ...


An Investigation Of The Relationship Between Environmental Print, Similar Words Not Derived From Environmental Print, And Reading Achievement Of First Grade Students, Kathryn Cosgrove Apr 1988

An Investigation Of The Relationship Between Environmental Print, Similar Words Not Derived From Environmental Print, And Reading Achievement Of First Grade Students, Kathryn Cosgrove

Education and Human Development Master's Theses

The purpose of this study was to investigate if first graders would be more successful at decoding words derived from environmental print as compared to graphically similar words not derived from environmental print. First graders with high reading achievement and first graders with low reading achievement were also examined to see if they were more successful at decoding words derived from environmental print as compared to graphically similar words not derived from environmental print.

The subjects consisted of 79 first graders from a single rural elementary school who had had eight months of formal reading instruction. The subjects were asked ...


Kindergarten Entrance Age And Reading Achievement At The End Of First And Third Grade, Carrie Drew Oct 1987

Kindergarten Entrance Age And Reading Achievement At The End Of First And Third Grade, Carrie Drew

Education and Human Development Master's Theses

This study was designed to investigate kindergarten entrance age and its relationship to reading achievement at the end of first and third grade.

Standardized reading test scores of 463 third grade students in a southern Wisconsin school district were studied to test these hypotheses:

1. No significant relationship exists between kindergarten entrance age and reading achievement as measured by the CTBS at the end of first and/or third grade.

2. The strength of the relationship does not vary from first to third grade.

3. The strength of the relationship does not vary with sex at the first or third ...


The Relationship Among Children’S Reading Achievement, Parental Attitudes Towards Reading, And Parental Reading Habits, Diane La Spada Hage Jul 1987

The Relationship Among Children’S Reading Achievement, Parental Attitudes Towards Reading, And Parental Reading Habits, Diane La Spada Hage

Education and Human Development Master's Theses

The purpose of this study was to investigate the relationships among children's reading achievement, parental attitudes towards reading, and parental reading habits. Fifty-seven students enrolled in grades 3, 4, 5, and 6 of a suburban parochial school in Western New York State and their parents constituted the subjects of this study.

Specific questions to be answered were:

1. Does a strong relationship exist between parental reading habits and their child's reading achievement?

2. Does a strong relationship exist between parental attitudes towards reading and their child's reading achievement?

..

3. Does a strong relationship exist between parental attitudes ...


Deep Muscle Relaxation And Guided Fantasy As Techniques In The Reduction Of Anxiety And Increase Of Reading Performance Of Third Grade Students, Laurel Didget Dec 1983

Deep Muscle Relaxation And Guided Fantasy As Techniques In The Reduction Of Anxiety And Increase Of Reading Performance Of Third Grade Students, Laurel Didget

Education and Human Development Master's Theses

The purpose of this study was to determine whether the techniques of Deep Muscle Relaxation (DMR) and Guided Fantasy (GF) could reduce the level of anxiety in highly anxious children. It was also the intent of this investigation to observe whether reduction of anxiety would result in improved reading achievement and elimination of various problematic reading behaviors. Finally, the study was to indicate whether a significant relationship exists between anxiety level and reading achievement. Statistical analysis of pre and post anxiety reading scores of the control and treatment groups consisting of highly anxious third graders revealed the following results. The ...


Quantity Of Continuous Word Associations And Their Relationship To Reading Achievement Of First Grade Children, Linda Ayres Dec 1980

Quantity Of Continuous Word Associations And Their Relationship To Reading Achievement Of First Grade Children, Linda Ayres

Education and Human Development Master's Theses

The purpose of this study was to examine the ability of first grade children to generate verbal associations to both neutral and emotional stimuli and to determine if this ability is significantly related to reading achievement.

Word associations are one element of oral expressive language which has been studied in its relationship to reading. Studies to date have only begun to examine the many different aspects of word associations and the relationship that they have to such things as beginning reading, reading comprehension, sight vocabulary acquisition and reading rate.

Four scores from the Metropolitan Achievement Test were correlated with scores ...


Should Modality Be A Consideration In The Selection Of An Approach To Beginning Reading?, Shirley Bethlehem Wallace Aug 1978

Should Modality Be A Consideration In The Selection Of An Approach To Beginning Reading?, Shirley Bethlehem Wallace

Education and Human Development Master's Theses

The purpose of the study was to examine the results of an effort to select an approach to first-grade reading for each child in accordance with his modality strength as determined by an informal modality test. In their kindergarten year, 60 middle-class children with at least average intelligence were given three readiness tests, the Peabody Picture Vocabulary Test, Metropolitan Readiness Tests, and an informal modality test. Children were grouped (four groups) for first-grade reading instruction on the basis of their scores on the informal modality test. Those whose scores indicated an auditory strength were instructed via the Open Court Correlated ...


An Investigation Of The Relationships Among Several Language Variables And Three Categories Of Reading Achievement, Ann Mccormick Sweeting Aug 1978

An Investigation Of The Relationships Among Several Language Variables And Three Categories Of Reading Achievement, Ann Mccormick Sweeting

Education and Human Development Master's Theses

The purpose of this study was to investigate the relationships among several language variables and three categories of reading achievement. The sample, thirty second grade students, was given the Test of Language Development and The Metropolitan Achievement Test – Primary II to assess various subskil1s of language development and reading achievement. The subtest scores of these measuring devices were computer analyzed to determine correlation coefficients among the variables. Significant relationships were found between children's Picture Vocabulary competence and Comprehension, and between children’s Grammatic Understanding and Comprehension. Several variables showed negative correlations and almost no relationship existed between some of ...


A Descriptive Analysis Of The Relationship Of Reading Performance And Selected Characteristics Of Pupils With Special Educational Needs, Leah Johnson May 1978

A Descriptive Analysis Of The Relationship Of Reading Performance And Selected Characteristics Of Pupils With Special Educational Needs, Leah Johnson

Education and Human Development Master's Theses

This study was designed to identify the similarities and differences among children who are experiencing difficulty in learning to read. A review of the literature showed that physical, psychological and sociological factors including language and teacher expectations may cause reading difficulty. The literature further suggests that there is a need to assess these factors in individual learners so that reading instruction can be designed for children to experience success in reading.

The characteristics of fourteen low achieving first grade students were analyzed through data collected in a variety of ways. The data analysis included the similarities and differences within the ...