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

Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

2008 ◽  
Vol 46 (3) ◽  
pp. 343-366 ◽  
Author(s):  
Alysia D. Roehrig ◽  
Yaacov Petscher ◽  
Stephen M. Nettles ◽  
Roxanne F. Hudson ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Third Grade ◽  
Third Grade Reading

scholarly journals The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

2017 ◽  
Vol 3 (2) ◽  
pp. 19-38
Author(s):  
Julie Fraumeni-Mcbride
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
School Performance ◽  
Low Income ◽  
High Income ◽  
Reading Engagement ◽  
Third Grade ◽  
Research Report ◽  
School Students ◽  
Third Grade Students

Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

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

Dynamic Assessment of Morphological Awareness and Third-Grade Literacy Success

2015 ◽  
Vol 46 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Julie A. Wolter ◽  
Katherine Pike
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Dynamic Assessment ◽  
Morphological Awareness ◽  
Third Grade ◽  
Language And Literacy ◽  
Third Grade Students ◽  
Literacy Success ◽  
Early Elementary School ◽  
Literacy Performance

Purpose The purpose of this study was to examine a dynamic assessment with graduated prompts to assess morphological awareness and determine whether such a task was related to third-grade literacy success. Method A dynamic assessment of morphological awareness was adapted and administered to 54 third-grade students in addition to a norm-referenced language and literacy battery. Results A dynamic assessment of morphological awareness measured a range of performance including that of emerging morphological awareness abilities and provided rich linguistic insights for how best to scaffold and prompt for such a skill. In addition, the dynamic morphological awareness measure was found to be significantly related to, and to contribute unique variance to, reading comprehension abilities. Conclusions These results suggest that morphological awareness is an important factor to consider when addressing students' literacy performance in early elementary school and that dynamic assessment appears to be a clinically valuable tool when examining early morphological awareness abilities.

Increasing Reading Comprehension of Two Hyperactive Children: Preliminary Investigation

1975 ◽  
Vol 41 (3) ◽  
pp. 691-694 ◽  
Author(s):  
Dennis R. Dubey ◽  
Susan G. O'Leary
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Reading Time ◽  
Preliminary Investigation ◽  
Silent Reading ◽  
Third Grade ◽  
Differential Effectiveness ◽  
Hyperactive Children

The differential effectiveness of oral and silent reading on comprehension was evaluated for two third-grade children who were hyperactive and who displayed comprehension deficits. Oral reading resulted in significantly fewer comprehension errors than did silent reading. Time to read a story and number of comprehension errors were negatively correlated. Several possible mechanisms involved in the effect of responding orally were discussed.

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