scholarly journals The effects of a precision teaching/direct instruction reading program on the reading achievement of elementary school students.

1999 ◽  
Author(s):  
Tamara Marie Rothenbusch
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Reading Program ◽  
Precision Teaching ◽  
School Students

scholarly journals The Importance of Memory and Integration Factors to Oral Reading Ability

1970 ◽  
Vol 3 (1) ◽  
pp. 51-59
Author(s):  
Leo V. Rodenborn
Keyword(s):  
Elementary School ◽  
Reading Achievement ◽  
Elementary School Students ◽  
Oral Reading ◽  
Reading Ability ◽  
Auditory Memory ◽  
School Students ◽  
Visual Integration ◽  
Mental Age ◽  
Mental Maturity

One-hundred and eighty randomly selected elementary school students, stratified to include an equal number of boys and girls at each of the six levels and each scoring within 1 SD for the total IQ Mental Maturity, were tested to gain an estimate of the reliability of the three constructed tests (in the areas of auditory memory, visual and auditory-visual integration [AVI]). Findings of the study highlighted the value of mental age as a predictor of reading achievement. Mental age-was found to be (I) linearly related to AVI and (2) a predictor of reading achievement whose efficiency is not increased considerably by the addition of selected auditory factors.

Teacher gender, and expectation of reading achievement in New Zealand elementary school students: essentially a barrier?

2017 ◽  
Vol 31 (8) ◽  
pp. 1000-1019 ◽  
Author(s):  
Penelope W. St. J. Watson ◽  
Christine M. Rubie-Davies ◽  
Kane Meissel ◽  
Elizabeth R. Peterson ◽  
Annaline Flint ◽  
...  
Keyword(s):  
Elementary School ◽  
New Zealand ◽  
Reading Achievement ◽  
Elementary School Students ◽  
School Students ◽  
Teacher Gender

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability

2015 ◽  
Vol 46 (3) ◽  
pp. 194-206 ◽  
Author(s):  
S. Christy Hicks ◽  
Christopher J. Rivera ◽  
Charles L. Wood
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Explicit Instruction ◽  
Language Skills ◽  
Multiple Baseline ◽  
Language Delays ◽  
School Students ◽  
Baseline Design

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

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