Reading Achievement Test Research Articles

Later ("evening") circadian preference is associated with poorer executive, academic, and attentional functioning in adolescents with and without ADHD.

Adolescents vary considerably in their circadian phase preference; those with greater "eveningness" (also known as "night owls") have later bedtimes, wake times, and peak arousal compared to those with greater "morningness." Prior research suggests that (a) greater eveningness is associated with worse academic, executive, and attentional functioning; and (b) adolescents with attention-deficit/hyperactivity disorder (ADHD) tend to be high in eveningness and to have deficits in these school-related constructs. However, few studies have examined circadian preference alongside two potential confounds-sleep duration and sleep quality-as predictors of daytime functioning, or whether the strength of associations differs across adolescents with and without ADHD. Participants were 302 adolescents (Mage = 13.17 years; 44.7% female; 81.8% White); approximately half (52%) had ADHD. A multi-method, multi-informant design was used. Specifically, adolescents reported on their circadian preference, school night sleep duration, and sleep quality. Adolescents provided ratings of their academic motivation (intrinsic, extrinsic, and amotivation) and were administered standardized achievement tests in reading and math. Adolescents and parents completed ratings of daily life executive functioning (behavioral, emotion, and cognitive regulation), and they and teachers also provided ratings of ADHD inattentive symptoms. Above and beyond sleep duration, sleep quality, and covariates (sex, family income, pubertal development, medication use), greater eveningness was uniquely associated with poorer academic, executive, and attentional functioning across most measures. Sleep quality was uniquely associated with a handful of outcomes, and sleep duration was not significantly uniquely associated with any outcome in the regression analyses. ADHD status did not moderate effects. This study provides compelling evidence that poorer academic, executive, and attentional functioning are more closely associated with greater eveningness than with sleep duration or quality in adolescents. Findings suggest that targeting circadian preference may be important to reduce these problems in adolescents, especially in clinical samples such as ADHD for whom academic, executive, and attentional difficulties are exceptionally common.

Ethiopian High School Students’ Reading Motivation and Their Reading Achievement in EFL Classes

This study examined the relationship between Ethiopian grade 9 students’ reading motivation domains and their reading achievement in EFL classes. A sample of 120 9th graders of Debre Eba Secondary School in Debre Berhan town, participated in the study. Employing a correlational type of design, the study utilized questionnaire and reading achievement test to collect data. SPSS (Version, 25) was used to analyze data. The findings revealed that students’ reading motivation domains were significantly associated to reading achievement. The aspects i.e. extrinsic motivation, intrinsic motivation, self-efficacy and social motivation were positively and significantly related to reading achievement. However, a negative and non-significant correlation was found between reading avoidance and reading achievement. It was also found that students’ reading motivation domains together predicted their reading achievement. Thus, it can be concluded that students’ reading motivation domains are related to reading achievement while reading texts in EFL classes. Besides, the reading motivation aspects in combination are predictors of reading achievement. Finally, the study suggests that reading motivation strategies should be given critical attention in order to improve secondary school students’ reading comprehension and achievement.

The Effect of Group-Individual Collaborative Testing on Primary Students’ Achievement in Reading Test

Collaborative testing—a two-stage testing modality in which students do tests as a group and individually—has been extensively researched and found to improve learning. However, most collaborative testing research has focused on non-English language learning. Therefore, this study examines the effects of group-individual collaborative testing (GICT) on English reading test achievement and student views of GICT. This sequential explanatory mixed-methods study gathered quantitative data from both treatment and control groups, primarily comprising students' correct answers, followed by qualitative insights derived from students' reflections on their learning experiences. Quantitative data demonstrates that GICT had a significant effect on students' reading achievement tests. While the qualitative data reveals that students considered GICT was a good reading testing modality, with some notes on the scoring method. Practice and research implications include 1) using GICT to test other language skills, 2) diversifying group composition, 3) giving more weight to the individual part score because students will retrieve more information during this stage, and 4) instilling collaborative learning values before testing.

EFL Omani Foundation Programme Students’ Attitudes Towards Reading in English and Their Knowledge of Reading Comprehension Strategies

This study investigated the importance of reading in English for EFL Foundation Programme students at a private college university in Oman. It discussed the students' attitudes towards reading in English and their knowledge of reading comprehension strategies. The instruments used included a short questionnaire and a reading achievement test. They were handed to sixteen mixed-age and gender students from level one and sixteen mixed-age and gender students from level two. The findings of the study instruments' data showed that gender and English language proficiency had no statistically significant effect on the level of knowledge of reading comprehension strategies in English. They also revealed that age had no statistically significant effect on attitudes towards reading in English.Moreover, they showed no statistically significant correlation between the knowledge of reading comprehension strategies and attitudes toward reading in English. Although there were positive reading attitudes, students showed weak knowledge of reading comprehension strategies. The study recommends that EFL teachers develop their students' knowledge of reading comprehension strategies.

Development of Reading Skills for Thai Grade 1 Students Through Smart Training Application Innovation

This research aimed to create a smart training application innovation to develop Thai language reading skills for Thai grade 1 students, targeting an efficiency standard of 80/80. The study compared the reading abilities of Thai grade 1 students before and after using the application. These students were from the Network School of the Teacher Professional Experience Center, Faculty of Education, Loei Rajabhat University. Specifically, 13 students from Ban Na Si School were selected using purposive random sampling for the first semester of the academic year 2023. This school was intentionally selected due to its eagerness to implement this innovative approach. The study utilized two versions of the smart training application: one focused on words without tone marks and the other on consonant blend words. Four lesson plans were designed (two for each version), and a 20-question reading achievement test was administered. Through the E1/E2 value calculation and a t-test, it was deduced that the application surpassed the 80/80 efficiency standard, scoring 81.15/86.15. Furthermore, students exhibited a significant improvement in their reading skills after using the application, as evidenced by a higher post-study performance at a 0.05 significance level.

Long-Term Impacts of Reading Recovery through 3rd and 4th Grade: A Regression Discontinuity Study

To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011–2015) and also in one additional cohort during the 2016–2017 school year. Long-term outcomes were measured by collecting scale scores on state achievement tests in reading or English language arts (ELA) that were administered to students during 3rd and 4th grades (2013–2019). We were able to record and link 3rd grade state test score data in reading/ELA for 9,879 students, and 4th grade state test data for 6,345 students. Results suggest that the long-term impact of Reading Recovery on students’ reading/ELA test scores in 3rd and 4th grades is statistically significant and substantially negative; students who participated in Reading Recovery in first grade had 3rd and 4th grade state test scores in reading/ELA that were, on average, .19 to .43 standard deviations (about one-half to one full grade level) below the state test scores of similar students who did not participate in Reading Recovery.

Self-regulation and academic achievement among Singaporean young children: A cross-cultural comparison in a multicultural Asian society

Cultural contexts influence the development of self-regulation. However, cross-cultural variations and consistencies in different aspects of self-regulation and their academic outcomes within the Asian context are less clear. This study investigated (1) the extent to which the development of hot and cool Executive Function (EF) might differ among children from different cultural backgrounds in a multicultural Asian society, and (2) whether and how the predictive power of hot and cool EF on academic skills might vary across subcultures within the nation. Longitudinal data were collected over two waves from a national probability sample of 2,527 young children in Singapore, consisting of ethnic Chinese, Malays, and Indians. Working memory (WM), Delay of Gratification (DoG), and parent-reported self-control were measured during their preschool years (3–6 years of age) in Wave 1. Reading and mathematical skills were assessed approximately 2 years later in Wave 2. Results demonstrated that ethnic Chinese children typically delayed gratification at age 4, whereas Malay and Indian children only started to delay gratification at age 6. Chinese children also outperformed their Malay and Indian counterparts in WM tasks and standardized achievement tests in reading and mathematics. Parent-reported child self-control did not differ by ethnicity. Across subcultures in Singapore, WM was a robust predictor of reading and mathematical skills and explained the longitudinal relations of DoG to academic skills. Our findings suggest that the developmental gaps in EF during early childhood can contribute to later gaps in academic achievement among ethnic groups. Nurturing self-regulation during the preschool years is essential for promoting children’s school readiness.

자막 수정 활동이 학습자의 영어 독해 성취도에 미치는 영향

Objectives The aim of this study was to examine the effect of subtitle correction activities on learners' reading achievement, analyze learners' attitudes and reactions to learner participation activity, and identify areas to consider when using subtitle correction activities in EFL classes.
 Methods This study attempted to propose a subtitle correction activity as a learner participation activity in English reading classes, using movies, and presented a class procedure to which this was applied. This study used the Disney animation, Frozen 2, as a textbook and Movavi Video Suite, a video editing program, to edit the subtitles.
 Results This study conducted two reading achievement tests and an open-ended survey for evaluation. The reading achievement tests indicated that the subtitle correction activities affected learners positively, and the open-ended survey showed that learners were generally satisfied with the subtitle correction activities that encouraged participation in learning (75.4%). This high level of satisfaction is attributable to how the subtitle correction activities aroused interest and fun in the class, encouraged direct participation, and helped boost reading comprehension learning and group activities.
 Conclusions Instructors need to encourage learners to approach the use of movies in reading classes critically, without passively accepting the meaning of subtitles.

Early Indicators of Good Reading Skill: Grade 3 Learners in Focus, Ethiopia

The article presents early indicators of good reading skills for Grade 3 learners. It employed an explanatory sequential mixed methods design by which quantitative data collection and analysis occurred first, followed by qualitative data collection and analysis. The intention of using this design was that qualitative data would explain and contextualize the quantitative findings. The quantitative part constitutes a non-equivalent control group design in a quasi-experimental approach. It used naturally occurring intact groups that already existed before and after a quasi-experimental treatment occurred to make comparisons between groups. It involved 1,325 Grade 3 learners selected by convenient sampling technique from 10 primary schools. It used a reading achievement test for quantitative data collection in both groups after and before the intervention. It analyzed quantitative data with the help of a t-test and ANCOVA. Under the qualitative part, a multiple case study design was employed via interviews and observation of learners, teachers, and parents. Qualitative data were analyzed thematically. The findings indicated that there was an association between reading achievement and learners’ linguistics skills, schema, motivation, and reading self-efficacy. Therefore, teachers are advised to emphasize early indicators of reading skills in order to make Grade 3 learners more beneficiaries.

Development of Reading Achievement Test for Secondary School Students: A Study of Validity and Reliability

Bu araştırmanın amacı, ortaokul yedinci sınıf öğrencilerinin okuma becerisindeki başarılarını ölçmek için geçerli ve güvenilir bir Okuma Başarı Testi geliştirmektir. Bunun için öncelikle literatür taraması yapılmış ve bu alanda geliştirilen başarı testleri incelenmiştir. Literatürde geliştirilen testlerin genellikle çoktan seçmeli sorulardan oluştuğu veya sınıf seviyelerine göre farklılıklar gösterdiği görülmüştür. Test geliştirme sürecinde öğrencilerin Türkçe derslerindeki okuma becerisine yönelik karşılaştıkları eğitim durumları dikkate alınmıştır. Hazırlanan belirtke tablosuna göre soru maddeleri hazırlanmış ve 10 alan uzmanının görüşüne sunulmuştur. Uzman görüşleri doğrultusunda testin kapsam geçerlik değeri 0,88’dir. Çalışma grubunu, 2021-2022 yılında Aksaray il merkezinde bulunan devlet okullarında öğrenim gören 235 yedinci sınıf öğrencisi oluşturmaktadır. Testte yer alan maddelerin güçlük indeksleri (pj) 0,34 ile 0,72 arasında; madde ayırt edicilik güçleri ise (rj) 0,31-0,68 arasındadır. Testin iç güvenirlik katsayısı (KR-20 değeri) 0,72 olarak hesaplanmıştır. Testte yer alan açık uçlu soruların yansız ve güvenilir şekilde puanlanabilmesi için dereceli puanlama anahtarı oluşturulmuştur. Öğrencilerin açık uçlu sorulara verdikleri cevaplar, 3 alan uzmanı tarafından dereceli puanlama anahtarı kullanılarak puanlanmıştır. Puanlayıcılar arasında güvenirliği belirlemek amacıyla maddelerin Krippendorf Alfa (α) katsayısına bakılmış ve maddelerin α değerinin 0.82 ile 0.91 arasında olduğu belirlenmiştir. Bu sonuçlar Okuma Başarı Testi’nin kabul edilebilir düzeyde geçerli ve güvenilir olduğunu göstermektedir. Geliştirilen bu test yedinci sınıf öğrencilerinin okuma başarılarını tespit etmede kullanılabilir.

Training second-grade dyslexic students using a computerized program in Asyut, Egypt

BackgroundDyslexia is characterized by difficulties in spelling and reading. The aim of this study is to identify domains of cognitive strength and weakness of students with dyslexia and to study the effect of an especially designed computerized training program on their reading abilities. This study was conducted on 2nd-grade primary school students in Asyut city, Egypt (n = 560). Identification of students with dyslexia was done using Arabic Reading Achievement test and a newly constructed computerized Arabic Cognitive Abilities diagnostic battery for Reading (CADB-R). Training was applied using a newly constructed Computerized Cognitive abilities training battery for reading (CATB-R).ResultsThe prevalence of dyslexia was 13.9% (N = 52/373), and it was higher among girls (15.8%) than boys (11.7%). After application of the training program, there was a significant increase in post-training mean scores of CADB-R score in their total and all sub-items.ConclusionsAll struggling readers should be included in well-tailored research-based rehabilitation programs.Clinical trial registration Training Second-grade Dyslexic Students Using a Computerized Program in Assiut, Egypt (Dyslexia), NCT04642859, 12 November 2020. URL: https://register.clinicaltrials.gov/prs/app/action/Status?uid=U000495F&ts=10&sid=S000AD3G&cx=20acrp

Reciprocal Relations Between Children’s Social and Academic Skills Throughout Elementary School

The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between children’s social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievement. A large nationally representative sample of elementary school students were assessed at least annually from kindergarten through fifth grade in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 ( n = 7963). Structural equation modeling was used to test a panel model of teacher-rated interpersonal and self-control skills and children’s scores on standardized reading, math, and science achievement tests. Reciprocal relations between children’s social skills and achievement were supported throughout elementary school, with achievement showing a stronger and consistent pattern of influence on children’s subsequent social skills.

EFFECT OF COOPERATIVE LEARNING ON PRIMARY SCHOOL PUPILS’ READING ACHIEVEMENT IN AWKA METROPOLIS

This study investigated the effect of cooperative learning on reading achievement of primary school pupils in Awka Metropolis in Awka South Local Government Area. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental design specifically the pre-test, post-test control group design. The population comprised of 3,419 primary five pupils in Awka metropolis and 65 pupils selected from schools that use Macmillan English who participated in the study formed the sample for the study. Reading Achievement Test (RAT) with a reliability coefficient of 0.89 determined using Kuder-Richardson Formula 20 was used to collect data for the study. Pupils in the experimental group were taught reading using reciprocal peer tutoring, a type of cooperative learning considered in the study while those in the control group were taught reading using conventional method. Data collected were analyzed using mean scores for research questions and Analysis of Covariance (ANCOVA) for testing the hypotheses at 0.05 level of significance. Major findings revealed that pupils taught reading with Reciprocal Peer Tutoring (RPT) performed significantly better than those taught with conventional method did. There was no significant difference in the performance of male and female pupils taught reading with RPT. Based on the findings, it was recommended that teachers training colleges and universities should incorporate reciprocal peer tutoring in their curriculum so that prospective teachers will be acquainted with the basic skills for designing RPT instructional materials for use in their respective classrooms. Teachers should be well equipped and integrated with RPT for an effective teaching, mastery and its application in the teaching and learning processes.

Music Listening As a Purposeful Reading Strategy among Undergraduates in South West, Nigeria: Implication for Discourse Comprehension

The prominence of reading at any level of education has been established. Due to the fact that students are left to fashion out reading strategies themselves, significant number of them engage in self-gratifying activities while reading. Some of them smoke while others listen to music while they read. In view of these habits, this study examines the effectiveness of listening to music as a purposeful reading strategy among undergraduates in the South West, Nigeria. Through purposive sampling technique, two tertiary institutions were selected for the study. Fifty-two (52) second year students were drawn from each of the selected institutions. The instrument for the study was a test extracted from their course material entitled: Reading Achievement Test (RAT) which comprised twenty (20) test items. The reliability results r- 0.79 shows that the instrument is reliable. Two hypotheses were raised and tested using inferential statistics of t-test and Pearson Product Moment Correlation (PPMC). The study found out that: music listening as a reading strategy had no significant effects on discourse comprehension. The study further indicated that age does not have any significant relationship with students’ attention management as revealed in the test given. On the basis of the findings, amongst others, it was recommended that educators at all levels teach their students the best scientifically tested strategies to engage texts in order to achieve comprehension. Campaign against bad reading habits should be staged. Facilitators should create environment of scholarship which favors achievement in cognitive and affective outcomes for their students.

Deaf Children's ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge.

The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister ( 2000), showed that performance on the American Sign Language Assessment Instrument correlated with the Sanford Achievement Test-Reading Comprehension (SAT-RC) and the Rhode Island Test of Language Structures (RITLS, Engen & Engen, 1983). The second analysis was a quantile regression using ASL assessments to predict English print abilities. Different ASL skills were important for English reading comprehension (SAT-RC) versus understanding English syntax (RITLS); the relationship between ASL skills and English print performance also varied for students at different English print ability levels. Strikingly, knowledge of ASL syntax was robustly correlated with knowledge of English syntax at all ability levels. Our findings provide novel and strong evidence for the impact of ASL on the development of English literacy.

Higher Sound Levels in K-12 Classrooms Correlate to Lower Math Achievement Scores

Sound levels from occupied classrooms have been gathered from 220 classrooms across four grade levels (3, 5, 8 and 11) over six school days each and processed with k-means clustering into speech and non-speech clusters. Three metrics describing the classroom acoustics, including the average daily A-weighted equivalent level for non-speech, the average daily difference between the A-weighted equivalent levels for speech and non-speech (a signal to noise ratio), and the mid-frequency averaged reverberation time, were analyzed against classroom-aggregated standardized reading and math achievement test scores, while controlling for classroom demographics including socioeconomic status. Interactions between the metrics and demographics were also tested. A statistically significant relationship was found between the average daily non-speech levels in classrooms and math test scores; higher daily non-speech levels were correlated with lower math test scores (p < 0.05). No statistically significant main effects of acoustic metrics were found on reading achievement. There were some significant differences and an interaction found between grades, but these may be due to uneven sample distributions as there were fewer grade 8 and 11 classrooms measured. Children learn in occupied classrooms, and the findings from this investigation based on data from occupied conditions suggest that designing for lower unoccupied sound levels can lead to occupied environments that are conducive to better student learning outcomes.

Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish

AbstractThe Every Student Succeeds Act requires that states make efforts to offer statewide achievement tests in languages, other than English, that are present to a significant extent in the state. Currently, four states offer Spanish reading or language arts assessments as part of their statewide testing program. In these states, practitioners may be interested in screening students who will complete the Spanish assessments to identify those who are at risk for poor performance. Spanish versions of curriculum‐based measures of reading appear well suited for this purpose. We conducted a retrospective analysis of data collected in a high‐performing district in Texas to investigate the predictive validity and diagnostic accuracy associated with the aimswebPlus Spanish scores when predicting statewide Spanish reading assessment performance for students in Grades 3 through 5. Across grades and seasons, the aimswebPlus Spanish scores explained a small amount of variance in statewide Spanish reading assessment (r 2 = 0.17–0.30). When risk on the aimswebPlus was determined using the national 35th percentile, screening decisions were associated with poor sensitivity (range = 0.50–0.72). Decisions were associated with higher specificity (range = 0.67–0.84) with adequate specificity obtained in four of six comparisons. Limitations, practical implications, and future research directions are discussed.

Cognition in context: Validating group-based executive function assessments in young children

The current article describes and validates a set of group-based executive function (EF) assessments for use with young children. These situational tasks involve instructing groups of young students to march to music while completing tasks that place demands on their EF abilities. These efforts were motivated by providing researchers with a set of measures that assess EF subcomponents while also accounting for the dynamic social processes present in group settings. These assessments take place in schools, are relatively simple to administer, and include multiple EF indicators. Drawing on a diverse sample of 283 kindergarteners (Mage = 5.8 years, SD = 0.38), we found that group-based EF assessments were significantly related to individually assessed EF measures and differentially predicted children’s performance on standardized tests of math and reading achievement. Overall, this study represents a first step toward developing a set of group-based EF measures that are appropriate for use with young children.

Exploring the mediating effect of academic engagement on math and reading achievement for students who have experienced maltreatment

BackgroundStudents who experience maltreatment tend to underperform academically relative to their peers, requiring an understanding of academically-related mechanisms that are potential intervention targets. Academic engagement, a multidimensional construct that is influential in students’ investment in learning and the school context, is one such mechanism that has been associated with positive academic outcomes and develops through interactions between students and their environment. ObjectiveThe purpose of this study was to examine how maltreatment experiences and trauma symptoms were indirectly associated with academic achievement in adolescence through academic engagement. Participants and settingThe study was conducting on a subsample of 583 youths from the National Study of Child and Adolescent Wellbeing II (NSCAW II) cohort. MethodsStructural equation modeling was used to examine the indirect effect engagement on the relationship between maltreatment and trauma symptomology and academic achievement. ResultsAcademic engagement significantly mediated trauma symptoms and later standardized reading (β = −0.02; 95 % CI [−0.04, −0.0004]) and math (β = −0.02; 95 % CI [−0.05, −0.0003]) achievement test scores. However, similar mediating effects were not found for engagement on maltreatment and later standardized reading (β = −0.01; 95 % CI [−0.03, 0.01]) and math (β = −0.01; 95 % CI [−0.03, 0.01]) achievement test scores. ConclusionsThese findings suggest that variability in academic outcomes was indirectly associated with engagement but only for students who exhibited trauma symptoms rather than experiencing maltreatment alone. The findings suggest future researchers should consider engagement should as an academically-related mechanism to help students who were maltreated succeed academically.

Enhancing The Tenth Grade Students’ Active Participation And Reading Comprehension Achievement By Using Know, Want, Learned (KWL) Strategy

This classroom action research was intended to enhance students’ active participation and reading comprehension achievement by using KWL strategy. The research participants of the study were 31 students of X IPA 2 at SMAN Tamanan, Bondowoso. The implementation of KWL strategy could enhance the X IPA2students’ active participation in teacher learning process of reading comprehension. The result of observation showed that the percentage of the students who were active before the action was 22.5%. After the action in Cycle1, the percentage of the students who were active increased to 75.5% while in Cycle2 was 87%.Moreover, the implementation of KWL strategy could enhance the X IPA 2students’ reading comprehension achievement. The result of reading comprehension test showed that the percentage of students who got score ≥73improved from 0% in the previous reading score to 76% in Cycle1 and 88% in Cycle2. Both the result of observation and reading achievement test had achieved the target minimum criteria of the success of classroom action research that was 75%.