Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in School Psychology
The Effect Of Free And Reduced Lunch On Reading And Math Achievement, Landon W. Evans
The Effect Of Free And Reduced Lunch On Reading And Math Achievement, Landon W. Evans
Theses, Dissertations and Capstones
This study examined the effect of participating in the free and reduced price meal program on reading and math performance in first grade. The students were placed in three groups: the first qualified but did not report consuming either free meal, the second qualified, but only reported eating the free breakfast, and the third qualified and reported eating both a free breakfast and lunch. Two sets of standardized assessments (fall & spring) were given to the students in order to measure their academic skills. The fall assessments were used as the covariate to control for prior achievement, and the three …
Iq And Targeted Based Cognitive Tier Ii Interventions, James B. Justice
Iq And Targeted Based Cognitive Tier Ii Interventions, James B. Justice
Theses, Dissertations and Capstones
The purpose of this study was to examine the relationship between IQ and response to intervention. Thirty six students were administered the Woodcock Johnson III tests of Cognitive Abilities (WJ-III) and assigned interventions based on the results. The IQ scores from the 'tested' group were grouped by highest and lowest and then compared to the students' outcomes on the standardized reading assessment after all students had received the intervention. Results indicated that students in the high IQ group performed significantly better on the standardized reading assessment. The results also indicated a moderate positive correlation between the students' IQ and performance …
Predicting Proficiency On The Ohio Achievement Assessments Using I-Ready Diagnostic, Terra Ann Jones
Predicting Proficiency On The Ohio Achievement Assessments Using I-Ready Diagnostic, Terra Ann Jones
Theses, Dissertations and Capstones
Ohio’s schools are held accountable for ensuring that students become proficient in reading by the end of third grade. Curriculum-based measures are often utilized to help monitor student progress toward proficiency goals and pinpoint those students who are at risk for falling below state standards on standardized tests. Using data from third grade students in a rural county in southern Ohio, this research determines what score on the I-Ready Diagnostic must be obtained in order to achieve proficiency on the Ohio Achievement Assessments (OAA) reading component. Data were compared and a Pearson Product Moment Correlation of 0.71 was determined. A …