How a Third‐Grade Reading Retention Law Will Affect ELL s in Michigan, and a Call for Research on Child ELL Reading Development

2018 ◽  
Vol 53 (2) ◽  
pp. 529-542 ◽  
Author(s):  
Paula Winke ◽  
Xiaowan Zhang
Keyword(s):  
Reading Development ◽  
Third Grade ◽  
Third Grade Reading

Visual—Auditory matching of trigrams in first-grade and third-grade reading achievement

1982 ◽  
Vol 7 (4) ◽  
pp. 325-326
Author(s):  
Maurine A. Fry ◽  
Marilyn J. Haring ◽  
Joyce H. Crawford
Keyword(s):  
Reading Achievement ◽  
First Grade ◽  
Third Grade ◽  
Third Grade Reading

Language EnrichmentTeacher Preparation and Practice Predicts Third Grade Reading Comprehension

2005 ◽  
Vol 26 (4-5) ◽  
pp. 401-432 ◽  
Author(s):  
Suzanne H. Carreker ◽  
Paul R. Swank ◽  
Lynn Tillman-Dowdy ◽  
Graham F. Neuhaus ◽  
Mary Jo Monfils ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Third Grade ◽  
Third Grade Reading

Effects of a Supplemental Vocabulary Program in Third-Grade Reading/Language Arts

2006 ◽  
Vol 100 (2) ◽  
pp. 67-79 ◽  
Author(s):  
Helen S. Apthorp
Keyword(s):  
Language Arts ◽  
Third Grade ◽  
Third Grade Reading

Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement

2009 ◽  
Vol 47 (3) ◽  
pp. 187-214 ◽  
Author(s):  
Elizabeth Coyne Crowe ◽  
Carol McDonald Connor ◽  
Yaacov Petscher
Keyword(s):  
Reading Achievement ◽  
Third Grade ◽  
The Core ◽  
Reading Curricula ◽  
Third Grade Reading

Relationship between second grade oral reading fluency and third grade reading

2012 ◽  
Vol 19 (3) ◽  
pp. 341-356 ◽  
Author(s):  
Samantha Kane Salvador ◽  
Jason Schoeneberger ◽  
Lynne Tingle ◽  
Bob Algozzine
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Third Grade ◽  
Second Grade ◽  
Third Grade Reading

scholarly journals Family Support of Third-Grade Reading Skills, Motivation, and Habits

AERA Open ◽  
2017 ◽  
Vol 3 (3) ◽  
pp. 233285841771445
Author(s):  
Lauren Capotosto ◽  
James S. Kim ◽  
Mary A. Burkhauser ◽  
Soojin Oh Park ◽  
Bethany Mulimbi ◽  
...  
Keyword(s):  
Family Support ◽  
Reading Skills ◽  
Third Grade ◽  
Third Grade Reading

Reading Disability and Hypothesis-Formation: An Application of the Postman and Bruner Theory

1972 ◽  
Vol 34 (2) ◽  
pp. 383-386 ◽  
Author(s):  
Thomas S. Ball ◽  
Ruth F. Deich
Keyword(s):  
Longitudinal Study ◽  
Reading Disability ◽  
Sixth Grade ◽  
Third Grade ◽  
Present Sample ◽  
Hypothesis Formation ◽  
Disabled Readers ◽  
Third Grade Reading ◽  
The Individual

According to Postman and Bruner, the individual under stress tends to form premature perceptual hypotheses that interfere with correct perception. Such misperception may become stereotyped and, hence, resistant to correction. This phenomenon can occur under any conditions of perception including that of reading. On this basis, it was hypothesized that reading disability might be related to premature hypothesis-formation. The hypothesis was not confirmed with the present sample. Fifth and sixth grade disabled readers ( n = 20) performed as well as 20 normal third grade reading peers. Longitudinal study was recommended.

Classroom Management Affects Literacy Development of Students With Emotional and Behavioral Disorders

2016 ◽  
Vol 83 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Justin D. Garwood ◽  
Lynne Vernon-Feagans ◽  
Keyword(s):  
Behavior Problems ◽  
Classroom Management ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Management Strategies ◽  
Third Grade ◽  
Future Research ◽  
Classroom Management Strategies ◽  
Third Grade Reading

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their academic performance. The current study examined the quality of classroom management from kindergarten through third grade experienced by children who were rated as exhibiting symptoms of emotional and behavioral disorders (EBD) in the classroom to understand the cumulative effects in relationship to third-grade reading performance. Results indicated that higher-quality classroom management in the first 4 years of school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected by the quality of teachers’ classroom management during this same time. Practitioner implications and future research needs are discussed.

Biological, social, and community influences on third-grade reading levels of minority Head Start children: A multilevel approach

2003 ◽  
Vol 31 (3) ◽  
pp. 255-278 ◽  
Author(s):  
Virginia A. Rauh ◽  
Faith Lamb Parker ◽  
Robin S. Garfinkel ◽  
Judy Perry ◽  
Howard F. Andrews
Keyword(s):  
Head Start ◽  
Third Grade ◽  
Reading Levels ◽  
Multilevel Approach ◽  
Community Influences ◽  
Head Start Children ◽  
Third Grade Reading
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