THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT-INDEPENDENT TEST-TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND-GRADE STUDENTS

1973 ◽  
Vol 10 (1) ◽  
pp. 25-29 ◽  
Author(s):  
CARL CALLENBACH
Keyword(s):  
Test Scores ◽  
Reading Test ◽  
Second Grade ◽  
Test Taking ◽  
Second Grade Students ◽  
Independent Test ◽  
Standardized Reading Test ◽  
Reading Test Scores

Qatar family, school, and child effects on reading

2018 ◽  
Vol 20 (2) ◽  
pp. 113-127
Author(s):  
Ming Ming Chiu
Keyword(s):  
Test Scores ◽  
Ecological Model ◽  
Reading Test ◽  
Content Type ◽  
Reading Test Scores ◽  
Survey Responses ◽  
Children's Reading ◽  
Reading Activities ◽  
Children’S Reading ◽  
At Home

PurposeThe purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country.Design/methodology/approachThis study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar.FindingsThe results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores.Research limitations/implicationsLimitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data.Practical implicationsAs family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result.Originality/valueThis is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.

scholarly journals THE USE OF TEAM GAME TOURNAMENT TO IMPROVE STUDENTS’ ELT CLASSROOM INTERACTION AND READING COMPREHENSION IN RELATION TO SELF-EFFICACY

2019 ◽  
Vol 6 (2) ◽  
pp. 84
Author(s):  
H. Ruslan Abdul Gani
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Classroom Interaction ◽  
Data Gathering ◽  
Reading Test ◽  
Second Grade ◽  
Second Grade Students ◽  
Eighth Grade Students ◽  
Team Game ◽  
The Subject

This research is aimed to find out the implementation of Team Game Tournament to improve students’ classroom interaction and reading comprehension viewed from self-efficacy. The subject of this study was 30 students at second grade students of SMPN 5 Kopang. Which consists of 14 males and 16 females. This study was classroom action research (CAR) with two cycles, each cycle consists of four steps: planning, acting, observing and reflecting. The first cycle was focused on the students’ classroom interaction. Meanwhile, the second cycle was oriented to solve the students’ improvement of reading comprehension. The data gathering used reading test, observation sheet, and questionnaires and analyzed by using quantitative and qualitative approach. The result of the questionnaire showed the students score in the first cycle was 16.86 or 56% and the second cycle showed the students' score was 27.10 or 90.3% indicating the target of 75 of the minimum criterion has been achieved, it means that the action was stopped in the cycle 2. In other words, the students’ classroom interaction and reading comprehension in relation to self-efficacy was improved by implementing team game tournament (TGT) for the eighth-grade students of SMPN 5 Kopang.

scholarly journals Examining the associations between parent concerns and school-age children’s language and reading abilities: A comparison of samples recruited for in-school vs. online participation.

2021 ◽  
Author(s):  
Jessica Chan ◽  
Suzanne Adlof ◽  
Dawna Duff ◽  
Alexis Mitchell ◽  
Maalavika Ragunathan ◽  
...  
Keyword(s):  
Executive Functions ◽  
Oral Language ◽  
Test Scores ◽  
Word Reading ◽  
Reading Test ◽  
Recruitment Strategies ◽  
School Sample ◽  
Parent Concerns ◽  
Reading Test Scores ◽  
The Impact

Purpose: To examine the relationship between parent concerns about children’s oral language, reading, and related skills and their children’s performance on standardized assessments of language and reading, with a particular focus on whether those relationships differed between children recruited for in-school versus remote participation. Methods: This study used data from a larger, longitudinal project focused on children with and without developmental language disorder (DLD) and/or dyslexia. The “in-school” sample (n = 133) completed assessments in-person before the COVID-19 school closures, and the “remote” sample (n = 84) recruited via advertisements completed all assessments online. Parents completed a checklist of concerns regarding language and literacy development, attention and executive functions. All children completed norm-referenced assessments of language and reading.Results: The two recruitment strategies yielded samples that differed in racial diversity (higher in the in-school sample), caregiver education levels and financial resources (higher in the remote sample), and word reading test scores (higher in the remote sample). Parents in both samples reported higher levels of concerns about literacy skills than oral language skills, and the correlation between parent concerns about literacy and children’s word reading test scores was stronger than the correlation between parent concerns about oral language and children’s language test scores. We did not find higher level of concerns or a higher correlation between concerns and reading and language performance in the remote sample than the in-school sample.Conclusions: Researchers should be aware of the impact of different recruitment strategies on sample attainment. Referral models that rely on parent and teacher concerns about oral language to prompt a language evaluation may contribute to low rates of identification of children who meet criteria for DLD. Future research can consider parent concerns about literacy, attention, and executive functions as indicators of a need for language evaluation, especially considering the high comorbidity between language and other developmental disorders.

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