scholarly journals An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

2021 ◽  
Vol 21, Running Issue (Running issue) ◽  
pp. 1-35
Author(s):  
K. Van Ammel ◽  
K. Aesaert ◽  
F. De Smedt ◽  
F. De Meester ◽  
H. Van Keer
Keyword(s):  
Ninth Grade ◽  
Reading Program ◽  
Analytic Description ◽  
Vocational Students ◽  
Instructional Reading

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

University extracurricular reading program case study

2020 ◽  
Vol 42 (3) ◽  
pp. 313-337
Author(s):  
Hye-suk Son
Keyword(s):  
Reading Program

Using Data to Drive Instruction: A Comparative Study of Lexia Scores to Other Reading Assessments, Attendance, Grades, and Behavior

2018 ◽  
Vol 9 (04) ◽  
pp. 20318-20344
Author(s):  
Dr. Felicia Sawyer ◽  
Dr. Bobbie Little ◽  
Dr. Darlene Cantey ◽  
Principal Lionel Martin
Keyword(s):  
Kindergarten Readiness ◽  
Reading Program ◽  
Assessment System ◽  
Independent Practice ◽  
Office Referrals ◽  
Readiness Assessment ◽  
Student Progress ◽  
Benchmark Assessment ◽  
Report Card Grades ◽  
Using Data

The purpose of this study is to analyze student progress after the frequent usage of a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Further, the study observes and analyzes the correlation between student progress in Lexia to progress report grades, report card grades, attendance, office referrals for poor behavior, the Fountas and Pinnell Benchmark Assessment System (BAS) scores, Kindergarten Readiness Assessment (KRA) language and social scores, and the Reading Inventory scores (RI).     

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