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The Relationship Between Mental Ability and Reading AchievementPrimm, Jewel van Landingham 08 1900 (has links)
The purpose of this study is to determine, by actual classroom experiment, the relationship between mental ability and reading achievement; and to ascertain the best methods of increasing reading ability. A secondary purpose in connection with this study was the critical evaluation of a testing program.
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The quality of lexical representation in Chinese normally-achieving and dyslexic childrenLeung, Nga-ki, Kate., 梁雅琪. January 2008 (has links)
published_or_final_version / Psychology / Master / Master of Philosophy
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A Comparative Study of the Reading Ability Scores of Boys and Girls in the Third Grade of the Graham, Texas, Elementary SchoolRange, Ruby 08 1900 (has links)
For eighty years psychologists have investigated problems touching upon reading ability. It is the purpose of this study to determine if there is any significant difference in the reading ability of boys and girls in the third grade. If such differences are found to exist, an attempt will be made to explain the cause.
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An experimental study of the responses of mentally retarded children and normal children with reading problems to the Keystone Visual Survey TestsHall, Clarence Luther 01 January 1956 (has links)
The purpose of this study was to: (1) analyze the value of the Keystone Visual Survey sub-tests in discriminating between mentally deficient children and normal children with reading difficulties; (2) investigate the effect of intelligence in determining responses to the Keystone Visual Survey Tests; and (3) test the validity of the use of the Keystone Visual Survey Tests for vision screening of the mentally retarded.
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Does the Establishment of Conditioned Reinforcement for Narrative Reading Affect STEM Reading or Vice Versa?White, Mary-Genevieve January 2023 (has links)
Research has demonstrated the positive effects on reading achievement measures when content is conditioned as a reinforcer for prolonged reading. While previous research has focused on conditioning narrative texts on the relation to increased comprehension, there is no current research on the effects of conditioning informational texts.
Experiment 1 examined whether the effects of conditioning narrative texts as a reinforcer extends to technical writing for science, technology, engineering, and math (STEM) content for third graders with and without Individualized Education Plans. We replicated the conditioning procedures used with elementary-aged participants in previous studies for narratives texts. Using a four-step, peer-collaborative procedure, peer interactions were paired with reading activities to condition narrative texts as reinforcers for prolonged reading. Results indicated that reinforcement value of conditioned narrative texts did not transfer to STEM texts.
Experiment 2 examined whether the effects of conditioning STEM texts as reinforcer extends to narrative texts. Academic achievement was also measured after conditioned reinforcement for STEM texts was established using the four-step peer collaborative procedure. Results indicated that the reinforcement value for STEM texts did not transfer to narrative texts. Keywords: conditioned reinforcement, narrative, pairing, peers
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'n Evaluasie van ‘n geletterheidsondersteuningsprogram vir die intermediêre faseVeldsman, G. C. (Anienie) 03 1900 (has links)
Thesis (MEdPsych )--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Adequate literacy skills form the basis for learning and development. Unfortunately, a lack of adequate literacy skills is a world-wide tendency. Literacy in South Africa is part of this problem. The Department of Basic Education has, since 2000, been using the National Systemic Evaluation (NSE) to determine the level of learners' literacy skills. This evaluation takes place in grades 3 and 6 every alternate year. The latest evaluation indicated that the number of Intermediate Phase learners in South Africa who do not have the required literacy skills has increased over the last few years.
The school where this research was undertaken also experiences problems with learners whose literacy skills are not up to standard. The results of the National Systemic Evaluation (NSE) of 2005 indicate that only 30% of the grade 6 learners in the school are able to read and write at the required age level. As a result, a large percentage of the learners' reading and writing skills can be compared to learners in the Foundation Phase. Teachers in the Intermediate Phase have indicated that they do not have sufficient knowledge and self-confidence to support learners whose literacy skills are comparable with those in the Foundation Phase.
It is within this frame of reference that I developed a support programme for teachers who teach in the Intermediate Phase.
The aim of the research was to evaluate the efficacy of the Literacy Support Programme (GOP) for the Intermediate Phase. The study will determine if the teachers' self-confidence, skills and strategies for literacy support have improved. Transformation of the learners' backlog cannot take place before their teachers' self-confidence to support them has improved dramatically. / AFRIKAANSE OPSOMMING: Voldoende geletterdheidsvaardighede vorm die basis van leer en ontwikkeling. Ongelukkig is 'n gebrek aan voldoende geletterdheidsvaardighede 'n wêreldwye tendens. Suid-Afrika ondervind ook hierdie probleem. Die Departement van Onderwys gebruik sedert 2000 die Nasionale Sistemiese Evaluering (NSE) om die vlak van leerders se geletterdheidsvaardighede te bepaal. Hierdie evaluering vind al om die ander jaar in graad 3 en 6 plaas. Die evaluering het getoon dat die aantal Intermediêre Fase-leerders in Suid-Afrikaanse skole wat nie oor voldoende geletterdheidsvaardighede beskik nie, die afgelope paar jaar toegeneem het.
Die skool waar hierdie navorsing gedoen is ondervind ook probleme met leerders se geletterheidsvaardighede wat nie op standaard is nie. Die sistemiese evalueringsuitslae van 2005 het getoon dat slegs 30% van die Graad 6-leerders in dié skool volgens hul ouderdomsvlak kan lees en skryf. Gevolglik is daar 'n baie groot persentasie leerders wie se lees- en skryfvaardighede met leerders in die Grondslagfase (GF) vergelyk kan word. Die onderwysers in die Intermediêre Fase het aangedui dat hulle nie oor genoeg kennis of selfvertroue beskik om leerders te ondersteun wie se geletterdheidsvaardighede steeds met die van die Grondslagfase vergelyk kan word nie.
Dit is binne hierdie verwysingsraamwerk dat ek 'n ondersteuningsprogram vir onderwysers van die Intermediêre Fase ontwikkel het.
Die doel van die navorsingstudie was om die effektiwiteit van die Geletterdheidsondersteuningprogram (GOP) vir die Intermediêre Fase te evalueer. Die studie wil bepaal of die onderwysers se selfvertroue en vaardighede/strategieë vir geletterdheidsondersteuning in die Intermediêre Fase verbeter het. Transformasie van leerders se agterstande kan nie plaasvind alvorens die onderwysers nie oor genoeg selfvertroue beskik om hierdie leerders te ondersteun nie.
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An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas.Neblett, Pamela S. 05 1900 (has links)
The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing standard on the TAKS test and were retained during the 2005-2006 school year. The population of this study included 33 3rd graders and 49 5th graders who were retained during the 2005-2006 school year due to not meeting the promotion requirements of the SSI. There was also a second population of 49 5th graders who were retained in 3rd grade during the 2003-2004 school year due to not meeting the promotion requirements of the SSI. These students were enrolled in the 5th grade for the first time during the 2005-2006 school year. Their TAKS scores were examined to see whether students were still benefiting from the year of retention in 3rd grade. Results for all populations were broken down by ethnicity and program codes. The results of the study showed a statistically significant gain in 3rd grade reading and 5th grade math scores. The 5th grade reading scores did have a statistically significant improvement even though the reading mean score was still below the minimum passing score even after a year of retention. A cross tabulation done on students who had been retained in 3rd grade due to SSI requirements and were enrolled in the 5th grade during the study showed a greater significant growth in math than in reading. A strong correlation between the ITBS and TAKS tests were found in both 3rd grade reading and 5th grade math. A weak correlation between the tests was found in 5th grade reading.
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Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts / Language proficiency and reading ability as predictors of academic performance of Grade seven English second language students in submersion contextsLendrum, Julie-Ann 11 1900 (has links)
In South Africa learners do not achieve as well as their international counterparts on
tests of literacy, and language proficiency is often blamed for their poor academic
performance. In this study, the relationship between English language proficiency,
reading ability and the academic performance of Grade 7 students in submersion
contexts was investigated using quantitative methods. The participants of the study
were Grade 7 students based in a former Model C school in the South African city of
Johannesburg. Their English language proficiency and reading ability were measured
by means of The Proficiency test English Second Language: Intermediate level and
the Neale Analysis of Reading Ability tests respectively. The students’ performance
on these tests was correlated with the students’ average summative assessment
results using the Pearson-product moment correlation. Results showed that both
English language proficiency and reading ability were significantly correlated with
academic performance, with language proficiency having the most robust correlation.
These findings indicate that teachers should aim at improving language proficiency
by using multilingual teaching strategies that support home language as a cognitive
tool. / English Studies / M.A. (TESOL)
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Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts / Language proficiency and reading ability as predictors of academic performance of Grade seven English second language students in submersion contextsLendrum, Julie-Ann 11 1900 (has links)
In South Africa learners do not achieve as well as their international counterparts on
tests of literacy, and language proficiency is often blamed for their poor academic
performance. In this study, the relationship between English language proficiency,
reading ability and the academic performance of Grade 7 students in submersion
contexts was investigated using quantitative methods. The participants of the study
were Grade 7 students based in a former Model C school in the South African city of
Johannesburg. Their English language proficiency and reading ability were measured
by means of The Proficiency test English Second Language: Intermediate level and
the Neale Analysis of Reading Ability tests respectively. The students’ performance
on these tests was correlated with the students’ average summative assessment
results using the Pearson-product moment correlation. Results showed that both
English language proficiency and reading ability were significantly correlated with
academic performance, with language proficiency having the most robust correlation.
These findings indicate that teachers should aim at improving language proficiency
by using multilingual teaching strategies that support home language as a cognitive
tool. / English Studies / M. A. (TESOL)
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The design and effects of a catch-up reading intervention for grade 5 teachers and learners in NamibiaLiswaniso, Belden 04 1900 (has links)
Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower
teachers with knowledge and strategies for teaching reading, with the ultimate goal of
improving the low reading comprehension of Upper Primary learners in Grade 5. The
intervention was carried out for about four months, in which teachers were provided with
teaching and learning resources, guidance on how to utilise the resources, and coaching on
instructional practices. The intervention involved two control and two intervention schools.
A modest interventionist approach was applied in which the six quality criteria for formative
assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was
carried out in three phases. Phase 1 was concerned with the context and problem identification
in which the relevance of the study, the first quality criterion, was addressed. A baseline study
was conducted and the results showed that learners had low decoding and reading
comprehension skills. The baseline study also revealed that teachers and principals had limited
knowledge about reading and comprehension and how to teach them, and the schools were
poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through
teacher empowerment to enhance their literacy practices and change their attitudes. The study
was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher
change and Fishbein’s (2000) Integrative Model of Behaviour Prediction.
Phase 2 was concerned about the design, development and implementation of the intervention
in which four quality criteria were addressed: the consistency, expected practicality, actual
practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual
effectiveness of the intervention, and the analysis of the pre- and post-intervention scores
showed that the intervention schools improved significantly more than the control schools in
decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds)
performed significantly higher than the older learners, and that girls had a slightly better
performance than boys in all the assessments. The findings suggest that quality teaching and
learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa
kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala
ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda
nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga
lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde
ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo.
Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala
baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa
ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela
amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando
njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi
sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo.
Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest
intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo
emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu
kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007).
Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona
ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona,
nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko
sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda
kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso
isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono
sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala
neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo
amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya
okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda
okubhaliweyo ngabafundi.
Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi
ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi,
kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa
befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe
ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala
nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando
luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s
(1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’
kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha
(NgesiNgesi yi-“Integrative Model of Behaviour Prediction).
Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka
ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela
ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo
zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine
ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha
athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke
kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki
ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi.
Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko
oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze
kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva
kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo
uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika
ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo
zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa
okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga
abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo
ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku
amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi
yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda
okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze
zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te
bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae
leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier
gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die
hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee
beheer- en twee intervensieskole behels.
'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir
formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te
lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en
probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium,
aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring
dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te
onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae
leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se
leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul
geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur
twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor
onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling.
Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin
vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike
praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit
van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het
getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in
dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10
en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings
effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan
gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages
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