Results 251 to 260 of about 964,538 (304)

READING THEORY AND THE ASSESSMENT OF READING ACHIEVEMENT

Journal of Educational Measurement, 1983
Recent research on human cognition has involved characterization of the processes, strategies, and knowledge that contribute to competent performance, and identification of the ways these change as competence develops. Such work is contributing not only to a better understanding of what learning involves, but also to a theoretical base for the ...
MARY E. CURTIS, ROBERT GLASER
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Reading Achievement of Disabled Learners

Exceptional Children, 1979
This article compares the reading progress of learning disabled children receiving oralographic reading instruction with the progress of disabled learners in current special reading programs in five school districts. The experiment was conducted to measure the validity of the Oralographic Reading Program as an approach that meets distinctive needs of ...
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Sex‐related differences in reading achievement

Journal of Neuroscience Research, 2021
Abstract Over the last 40 years, ever‐growing interest in sex‐related differences in the human brain has led to a vast amount of literature on the subject, a small part of which relates to studies of differences in the ability to read.
Elisa, Granocchio, Marinella, De Salvatore, Elisa, Bonanomi, Daniela, Sarti   +3 more
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Reading Achievement Then and Now

The Elementary School Journal, 1949
A GENERAL survey of the Springfield (Missouri) public schools was recently completed by members of the faculty of the College of Education of the University of Illinois. This work was done on a comprehensive scale, which provided for thoroughgoing examination of the educational purposes, plans, procedures, resources, and results being achieved by the ...
F. H. Finch, V. W. Gillenwater
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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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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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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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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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