Results 111 to 120 of about 54,923 (160)

Factors in Reading Achievement

Journal of Learning Disabilities, 1973
One hundred children who had been referred to an interdisciplinary learning disabilities group were described on the bases of physical and neuropsychological status, intelligence, level of reading and school achievement, and family background.
Janet J. Larsen, Chester E. Tillman, John J. Ross, Paul Satz, Barbara Cassin, William D. Wolking   +5 more
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Time Orientation and Reading Achievement

Perceptual and Motor Skills, 1965
It was hypothesized that underachieving readers would differ from normal readers on a score reflecting time orientation in terms of future time perspective. As expected, normal readers projected into the future to a significantly greater degree than poor readers.
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Personality and Reading Achievement

The Elementary School Journal, 1964
Psychologists, educators, reading specialists, and others have been investigating reading success and reading failure for more than a quarter of a century. Critical analyses have been made of many factors, such as socioeconomic status, intellectual capacity, various instructional methods, and certain aspects of personality. Many noteworthy studies have
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Time Engaged in Reading: A Critical Factor in Reading Achievement

American Annals of the Deaf, 1992
The reading achievement of deaf children may be low not only as a result of factors related to the hearing loss, such as a lag in language development. Environmental factors such as the quantity and quality of reading instruction, for example, may also cause low reading achievement. This study looked at the amount of time spent reading and the types of
E A, Limbrick, S, McNaughton, M M, Clay
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Predictors of Reading Achievement

Literacy Research: Theory, Method, and Practice, 2015
Policies increasing the amount of time allocated to reading instruction are popular initiatives to meet the demands of accountability testing. Research suggests that time on instruction and children’s approaches to learning (ATL), which generally includes measures of attention, persistence, motivation, and flexibility, are positively associated with ...
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Reading Influences and Achievement

Science, 2010
When it comes to learning to read, children are immersed in a variety of influences. Debate rages over what aspects are affected and what importance to attribute to genetic influences, the effect of good teaching, the tools used, the family environment, and so on. Taylor et al. (p. [512][1])
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Early Achievement in Reading

The Elementary School Journal, 1942
Tmns article reports the results of tests of early reading abilities and analyzes the results in order to indicate those abilities which seem to be the more important in guiding the progress of young children in learning to read. One test of early abilities was the Gates Reading Readiness Tests. The other was the Wilson-Flemming Symbols Scales.
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Vision and Reading Achievement

Clinical and Experimental Optometry, 1964
Summary Near point working distance measurements were taken on 692 public school children, ranging from kindergarten to grade eight. Two measurements were taken of the child's near point working distance: 1. The writing distance, while the child was sitting at his desk. 2.
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The Role of Phonological Opacity in Reading Achievement

Journal of Speech, Language, and Hearing Research, 2000
This study investigated the relation among phonological awareness, morphological awareness, and reading achievement in 69 children with and without language-learning disabilities. Children participated in two morphological tasks that assessed skill in identifying the bases and suffixes of phonologically transparent and opaque derivatives ...
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Types and sequences of self‐regulated reading of low‐achieving adolescents in relation to reading task achievement

Journal of Research in Reading, 2014
This study examines the relationship between types and sequences of self‐regulated reading activities in task‐oriented reading with quality of task achievement of 51 low‐achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content‐area reading task in the stages of ...
de Milliano, Ilona, van Gelderen, Amos, Sleegers, P.J.C.   +2 more
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