Results 261 to 270 of about 83,836 (307)

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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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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Attention and Reading Achievement

2009
This study examines the cause and effect relationship between attention and reading achievement. The study design relies on a correlational research process. Two sets of data were collected on the same group of students; the data collected was on student attention and reading achievement.
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A longitudinal study of beginning reading achievement and reading self‐concept

British Journal of Educational Psychology, 1997
Background . Although achievement‐related self‐perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read. Aims .
J W, Chapman, W E, Tunmer
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Perceptions of the Reading Process and Levels of Reading Achievement

Proceedings of the Annual Conference of the Western College Reading Association, 1981
(1981). Perceptions of the Reading Process and Levels of Reading Achievement. Proceedings of the Annual Conference of the Western College Reading Association: Vol. 14, Proceedings of the Fourteenth Annual Conference of the WCRA. Theme: Challenge Reassessment Affirmation, pp. 50-54.
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