Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework

2020 ◽  
Vol 54 (3) ◽  
pp. 157-168
Author(s):  
Jeong Hoon Choi ◽  
Amy B. McCart ◽  
Wayne Sailor
Keyword(s):  
Reading Performance ◽  
State Assessment ◽  
Reading Scores ◽  
Individualized Education Programs ◽  
Assessment Scores ◽  
Math Scores ◽  
Inclusive School ◽  
Implementation Period ◽  
Reform Model ◽  
Fidelity Implementation

The present study investigated the effectiveness of an equity-based inclusive school reform model nested within a multitiered system of support (MTSS) framework on the improvement of math and reading performance of students with Individualized Education Programs (IEPs). Descriptive statistics revealed that math state assessment scores of students with IEPs increased over the implementation period. Results of multilevel modeling demonstrated that the model’s fidelity of implementation scores positively and significantly predicted state assessment math scores. A further analysis examining the effectiveness of the model in three schools that implemented with adequate fidelity compared with nonimplementing schools indicated students with IEPs in implementing schools increased their math scores at a greater rate than their peers in comparison schools; however, effects on reading scores were equivocal. Findings are discussed in the context of inclusion and efforts to support high fidelity implementation of MTSS.

scholarly journals Relations Between Reading, Vocabulary and Phonological Awareness in low-Income Children

2017 ◽  
Vol 27 (68) ◽  
pp. 314-323
Author(s):  
Heloisa Helena Motta Bandini ◽  
Carmen Silvia Motta Bandini ◽  
Adhemar Ranciaro Neto
Keyword(s):  
Phonological Awareness ◽  
Low Income ◽  
Reading Ability ◽  
Reading Performance ◽  
Reading Scores ◽  
Limiting Factor ◽  
Low Ses ◽  
Teaching Environment ◽  
Low Income Children ◽  
Reading Vocabulary

Abstract: Phonological awareness, intelligence, vocabulary and socioeconomic status (SES) have been considered important variables in the acquisition of reading. Nevertheless, attention deficit is associated to low reading performance. The purpose of this work was to investigate correlations among phonological awareness, vocabulary, intelligence, focused attention and reading skills in children with low SES exposed to a non-effective teaching environment. This study included 111 children belonging to socioeconomic classes D and E who were enrolled at a state school. Results pointed to a positive correlation among vocabulary, intelligence, phonological awareness and reading scores. There was no significant correlation between attention measures and reading ability. The relations among the variables continued, even in a population with low SES, although bad teaching environment acts as a limiting factor for the students’ development of their reading ability.

Participation and Accommodation in State Assessment: The Role of Individualized Education Programs

2003 ◽  
Vol 69 (2) ◽  
pp. 147-161 ◽  
Author(s):  
James G. Shriner ◽  
Lizanne Destefano
Keyword(s):  
Decision Making ◽  
Education Program ◽  
Intervention Study ◽  
Individualized Education Program ◽  
State Assessment ◽  
Individualized Education Programs ◽  
Important Process ◽  
Education Programs ◽  
Individualized Education

The individualized education program (IEP) is both an important process and a document in decision-making concerning students' participation and accommodation in assessment. In this intervention study, training was found to increase the quality and extent of participation and accommodation documentation on the IEP. Correlations between what was documented on the IEP and what happened on the day of testing were highly variable. Although students' IEPs appeared to reflect individualized decisions, political and logistical factors limited the utility of the IEP and interfered with its actual implementation.

scholarly journals The Effect of the National Wildlife Federation's Schoolyard Habitat Program on Fourth Grade Students' Standardized Test Scores

2008 ◽  
Vol 18 (3) ◽  
pp. 356-360 ◽  
Author(s):  
P.E. Danforth ◽  
T.M. Waliczek ◽  
S.M. Macey ◽  
J.M. Zajicek
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Fourth Grade ◽  
Reading Scores ◽  
Standardized Test Scores ◽  
Control Group ◽  
Traditional Curriculum ◽  
School Students ◽  
Math Scores ◽  
Fourth Grade Students

The purpose of this study was to determine if participation in the National Wildlife Federation's Schoolyard Habitat Program (SYHP) had an effect on the standardized test scores of fourth grade primary school students in Houston, Texas. To conduct the study, three pairs of Houston elementary schools were matched by student demographics of ethnicity and economics. The treatment group included a total of 306 fourth grade students whose teachers were using the SYHP. The control group consisted of a total of 108 fourth grade students whose teachers used a more traditional curriculum. To measure academic achievement, changes in standardized test scores (Texas Assessment of Knowledge and Skills) were compared between students' third grade data and their fourth grade data. Results showed that those students participating in the SYHP had significantly increased math scores when compared with peers in schools that were taught using a more traditional curriculum. However, overall, few differences were found in comparisons of reading scores of those students taught with SYHP and those taught using a more traditional curriculum.

Changes in Parental Assets and Children's Educational Outcomes

2010 ◽  
Vol 40 (2) ◽  
pp. 351-368 ◽  
Author(s):  
VERNON LOKE ◽  
PAUL SACCO
Keyword(s):  
Middle Childhood ◽  
Child Outcomes ◽  
Reading Scores ◽  
Future Research ◽  
Asset Accumulation ◽  
Growth Curve Models ◽  
Math Scores ◽  
Mother And Child ◽  
Dynamic Perspective ◽  
Using Data

AbstractSeveral countries, including Canada, Singapore and the United Kingdom, have enacted asset-based policies for children in recent years. The premise underlying these policies is that increases in assets lead to improvement in various child outcomes over time. But little existing research examines this premise from a dynamic perspective. Using data from the NLSY79 mother and child datasets, two parallel process latent growth curve models are estimated to examine the effects of parental asset accumulation on changes in children's achievements over six years during middle childhood. Results indicate that the initial level of assets is positively associated with math scores, but not reading scores, while faster asset accumulation is associated with changes in reading scores, but not in math scores. Overall, the results suggest that the relationship between assets and various child outcomes may not be straight-forward. Different dimensions of the asset experience may lead to different outcomes, and the same dimension may also have different effects. Implications for future research and for asset-based policies are discussed.

Effects of a Data-Driven District Reform Model on State Assessment Outcomes

2013 ◽  
Vol 50 (2) ◽  
pp. 371-396 ◽  
Author(s):  
Robert E. Slavin ◽  
Alan Cheung ◽  
GwenCarol Holmes ◽  
Nancy A. Madden ◽  
Anne Chamberlain
Keyword(s):  
State Assessment ◽  
Data Driven ◽  
District Reform ◽  
Assessment Outcomes ◽  
Reform Model

Bloom's Model of Human Development: A Regression Surface Analysis

1978 ◽  
Vol 1 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Surface Analysis ◽  
Family Environment ◽  
National Sample ◽  
Reading Performance ◽  
Reading Level ◽  
Reading Scores ◽  
Reading Levels ◽  
Age Cohorts ◽  
The Family ◽  
Initial Reading

The Bloom model of development was used to examine relations between the family environment and measures of the reading development of a national sample of English children. The sample was divided into three age cohorts. The initial reading performance and the family environment of the children were assessed when the average ages in the cohorts were 7, 8 and 11 and assessed again four years later. Regression surface analysis, which provided only partial support for the Bloom model, was conducted separately for girls and boys and for middle and lower social status groups. From the analysis the following general propositions are suggested: (a) for children with low initial reading levels increases in the quality of the intervening family environment are not associated with changes in later reading performance, (b) at any initial reading level children who experience a poor intervening family environment show a decline in their later reading performance, relative to the achievement of other children, and (c) children with high initial reading scores either maintain or increase their relative position in reading performance, with respect to other children, if they experience an enriched intervening family environment.

scholarly journals Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students’ Reading Achievement

2016 ◽  
Vol 32 ◽  
pp. 24
Author(s):  
Karen Fung ◽  
Samira ElAtia
Keyword(s):  
Language Arts ◽  
English Language ◽  
Model Identification ◽  
Reading Performance ◽  
School Level ◽  
Reading Scores ◽  
Hierarchical Linear Modelling ◽  
Linear Modelling ◽  
Full Picture ◽  
Using Data

Using Hierarchical Linear Modelling (HLM), this study aimed to identify factors such as ESL/ELL/EAL status that would predict students’ reading performance in an English language arts exam taken across Canada. Using data from the 2007 administration of the Pan-Canadian Assessment Program (PCAP) along with the accompanying surveys for students and the schools, a two-level (student level and school level) HLM model was analyzed for predictive relationships. Results showed that, at the student level, predictors such as students’ participation in class discussions, language spoken at home, parents’ encouragement to read at a young age, and the number of individual projects requiring students to work outside of class contributed significantly to the students’ reading scores. However, none of the school-level predictors were found to be significant. All the significant predictors contributed to only 12% of the variability in this HLM model. Identification of more signi cant variables is needed in order to have a full picture of students’ reading competence and achievement. S’appuyant sur la modélisation linéaire hiérarchique (MLH), ce e étude porte sur l’identi cation des facteurs, comme le statut ALS/ELL/ALA, qui prédiraient les acquis en lecture d’élèves lors d’un examen d’anglais administré partout au Canada. Les auteures ont employé des données du Programme pancanadien d’évaluation (PPCE), y compris les sondages connexes pour les élèves et les écoles, a n d’analyser les liens prédictifs d’un modèle HLM à deux niveaux (élève et école). Les résultats indiquent que les prédicteurs tels la participation des élèves aux dis- cussions en classe, la langue parlée à la maison, la mesure dans laquelle les parents encouragent leurs enfants à lire dès un jeune âge et le nombre de projets individuels exigeant du travail à l’extérieur de la salle de classe, contribuaient de façon significative aux résultats des élèves en lecture. Toutefois, aucun des prédicteurs au niveau de l’école ne s’est révélé comme étant significatif. Dans leur ensemble, les prédicteurs significatifs n’ont contribué qu’à 12% de la variabilité du modèle MLH. A n d’arriver à une vue globale du rendement et de la compétence en lecture des élèves, il faudra identifier plus de variables signi catifs. 

Effects of Aircraft Noise on Reading and Quality of Life in Primary School Children in Germany: Results From the NORAH Study

2016 ◽  
Vol 49 (4) ◽  
pp. 390-424 ◽  
Author(s):  
Maria Klatte ◽  
Jan Spilski ◽  
Jochen Mayerl ◽  
Ulrich Möhler ◽  
Thomas Lachmann ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Noise Exposure ◽  
Reading Performance ◽  
Second Graders ◽  
Aircraft Noise ◽  
Primary School Children ◽  
Reading Scores ◽  
Review Of The Literature ◽  
Exposure Levels

A review of the literature shows that our knowledge concerning effects of chronic aircraft noise exposure on children is still limited and does not allow well-founded predictions for children living in specific noise-exposed areas. In this study, we investigated effects of aircraft noise on cognition and quality of life in 1,243 second graders from 29 schools around Frankfurt/Main Airport in Germany. Although exposure levels at schools were below 60 dB and thus considerably lower than in previous studies, multilevel analyses revealed that increasing exposure was linearly associated with less positive ratings of quality of life, increasing noise annoyance, and decreasing reading performance. A 20 dB increase in aircraft noise exposure was associated with a decrease in reading scores of one fifth of a standard deviation, corresponding to a reading delay of about 2 months. No effects were found for verbal precursors of reading acquisition. Teachers’ reports ( N = 84) indicate that severe disruptions of classroom instruction due to aircraft noise may contribute to the effect on reading.

Sign in / Sign up

Export Citation Format

Share Document