Reading Performance Of Students Research Articles

The Correlation between Reduced Binocular Vision Function and Reading Ability in Elementary School Students in Greece

BACKGROUND: This study aimed to identify the correlation between visual performance and reading fluency, accuracy, and speed in elementary school students in Greece. METHODS: Examination procedures were approved by the Ministry of Education for the optometric team to enter the school premises and perform the assessments. The researchers performed optometric testing according to standard protocols to evaluate near point of convergence, oculomotor function, visual acuity, stereopsis, and accommodation and vergence facility. All results were compared with the reading ability using objective measurements of reading speed, number of fixations, and number of regressions while reading standardized Greek text. Results were analyzed with IBM SPSS Statistics 25.0 setting a value of p <0.05 as the level of statistical significance. RESULTS: The 834 students that were examined came from a total number of 14 schools to enable socioeconomic stratification of high, medium, and low living standards. Study results showed a significant difference in reading speed between students who passed all visual performance tests and those who failed at least one. The number of failed vision tests was directly correlated with reading ability. Reduced reading speed and efficiency was directly correlated to the number of visual tests failed. CONCLUSION: Poor reading performance in elementary school students in Greece was correlated with reduced visual function. Results demonstrated undiagnosed binocular and oculomotor visual deficiencies impact reading ability. A high correlation was identified between the number of visual deficiencies identified with both reading speed and regressions.

The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

Professional development (PD) of teachers working with students in the first years of learning to read is a privileged way of preventing initial reading difficulties and its effects in the long and short term. This research studies the effects of PD in student reading performance, although the results are not conclusive with regard to which PD format is more adequate. The objective of this study is to determine which modality (face-to-face with a coach vs. without a coach) and intensity (number of contact hours) of PD are more efficient in achieving fluency improvement in student performance in the code-focussed skills in the first years of learning to read. Both pre-schoolers and their teachers took part in the study with a quasi-experimental pre-test post-test design. The experimental group (n = 71) was provided literacy instruction from teachers (n = 8) who received 40 h of face-to-face training with a coach and the control group (n = 29) was provided literacy instruction from teachers (n = 8) who received only 8 h of initial training (without coaching). The results showed significant intra-group improvements with a large reduction in students at risk for reading difficulties. No significant differences were obtained between groups in reading performance. This suggests greater efficiency in a lower intensity format of PD without a coach in the development of code-focussed skills. The study considers the need to adequately assess reading ability in the light of attitude and motivation of teachers as variables which influence the efficiency of PD.

The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018

BackgroundResearch has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China.MethodsThis study used Programme of International Student Assessment (PISA) 2018 data to examine the effects of Chinese students' achievement goals and perceived reading instruction on reading performance. Four districts in mainland China, Beijing, Shanghai, Jiangsu, and Zhejiang (B–S–J–Z), participated in PISA 2018. A profile of B–S–J–Z students' achievement goals and perceived reading instruction compared with those in other East Asian societies is presented. The relative contributions of different achievement goals, instructional practices at the student and school levels, and their interactive effects on reading performance are then examined by using hierarchical linear modelling.ResultsThe results show that performance and avoidance goals are important for B–S–J–Z students' reading performance when classroom and school teaching environments are considered. The disciplinary climate, adaptative instruction and teachers' stimulation are positively related to reading performance at both the student and school levels. Some cross‐level interactions between personal achievement goals and school reading instruction are found.ConclusionsThe findings suggest that achievement goals and reading instructional practices at both the student and school levels contribute to Chinese students' reading performance. The relationships between school reading instruction practices and students' reading performance vary for different achievement goals.

Impacts of Reading for Ethiopia’s Achievement Developed Community Outreach Project Intervention on Students’ Oral Reading Fluency, Reading Comprehension, and Academic Achievements

The aim of this study was to examine the impact of Reading for Ethiopia’s Achievement Developed Community Outreach (READ CO) project intervention on students’ oral reading fluency, reading comprehension, academic achievements, and listening comprehension. It also aimed at identifying the students and teachers’ awareness and practices about the READ CO project interventions. Experimental research—Posttest-only control group—design was employed for the study, which is mainly quantitative, but also uses qualitative techniques (latent content analysis). The results were analyzed using t tests and econometrics analysis mainly. Questionnaires and observations were also developed and employed as other tools among the experimental group principals and language teachers in the school to investigate the overall practice. The results from quantitative data analysis indicated that there were no statistically significant differences between the posttest performance of the study group and the control group for reading comprehension, academic achievements, and listening comprehension, yet oral reading fluency is significant. The result from questionnaire and observation also showed that the project has not been found to have a positive impact on students reading performance or improvement. Finally, it was mainly recommended that practical training and real service should be given for the targeted schools on how to improve and implement reading practices via the project.

The Concept and Context of a Reading Program Nilam to Enhance Dual Language Students Reading Performance

This study outlines the concept and context of a Reading Program called NILAM to enhance Dual Language students reading performance. The study used a qualitative research approach to define the nature of phenomena and is especially appropriate for observation. The most common data collection method, a document study, was used to analyse the findings. For data analysis, document analysis was used and coded using qualitative data analysis software ATLAS.ti 9. In addition, criteria such as coding and co-coding into themes analyses increase the value of the research done. The study's results established that the concept and context of the NILAM Reading program were profiled in DLP and could enhance the students' reading performance.

Summaries of Articles

Summaries of Articles

The Effect of a Multidimensional Intervention Program (Sensory-Motor Integration Training for Child and Parent) on Reading Attitudes and Performance of Students with Dyslexia

The Effect of a Multidimensional Intervention Program (Sensory-Motor Integration Training for Child and Parent) on Reading Attitudes and Performance of Students with Dyslexia

Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach

Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions: insight from a machine learning-based approach

Effects of a school-based physical activity intervention on academic performance in 14-year old adolescents: a cluster randomized controlled trial \u2013 the School in Motion study

BackgroundSchool-based physical activity interventions evaluating the effect on academic performance usually includes children. We aimed to investigate the effect of a nine-month, school-based physical activity intervention titled School in Motion (ScIM) on academic performance in adolescents.MethodsThirty secondary schools in Norway were cluster-randomized into three groups: the Physically active learning (PAL) group (n = 10), the Don’t worry – Be Happy (DWBH) group (n = 10) or control (n = 10). Target dose in both intervention groups was 120 min/week of additional PA during school hours. Parental consent was obtained from 2084 adolescent students (76%). Standardized national tests in reading and numeracy was conducted at baseline and at the end of the intervention. We used linear mixed model to test intervention effects. We found significant intervention effects in numeracy and reading among students in both interventions when compared with controls.ResultsThe mean difference in change in numeracy was 1.7 (95% CI: 0.9 to 2.5; Cohen’s d = 0.12) and 2.0 (95% CI: 1.4 to 2.7; Cohen’s d = 0.23) points in favour of students in the PAL and DWBH intervention, respectively. Similar results were found for reading, where the mean difference in change was 0.9 (95% CI 0.2 to 1.6; Cohen’s d = 0.06) and 1.1 (95% CI 0.3 to 1.9; Cohen’s d = 0.18) points in favour of students in the PAL and DWBH intervention, respectively. When conducting intention to treat analysis with imputed data the estimates were attenuated and some no longer significant.ConclusionThe ScIM study demonstrates that two different school-based PA interventions providing approximately 120 min of additional PA weekly over nine months, significantly improved numeracy and reading performance in 14-year old students compared with controls. However, the results should be interpreted with caution as the effect sizes reported were very small or small and the estimates were attenuated when conducting intention to treat analysis. Despite this, our results are still positive and suggest that PA interventions are viable models to increase academic performance among adolescents.Trial registrationRetrospectively registered (25/01/2019): NCT03817047.

Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment

Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers’ ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics.

Practicing Keywords to Increase Reading Performance of Students With Intellectual Disability.

The purpose of the current study was to determine the extent to which practicing keywords increased word recognition, reading fluency and comprehension for students with intellectual disability (ID). The dependent measures included word recognition (i.e., the percentage of previously unknown keywords read correctly in the given text), reading fluency (i.e., words read correctly in 1 minute), and reading comprehension (i.e., number of questions answered correctly out of five). The participants were three fourth-grade students who were identified as having ID in early childhood with IQ scores of 45, 62, and 78. Words from reading passages were practiced with Incremental Rehearsal (IR) using a multielement, single-case design. Practicing keywords led to higher subsequent in-text recognition and generalization for a high percentage of the taught words. Additionally, there was clear experimental control for increases in reading fluency. There was not a strong effect on reading comprehension. Implications for research and practice are discussed.

Advancing the Science of Teaching Reading Equitably

ABSTRACTTeaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.

A multi-level analysis of upper elementary students’ performance on the STAAR reading exam: comparing growth trajectories of rural and non-rural school districts

ABSTRACT We examined student reading achievement in rural and non-rural school districts in Texas. Our research questions probed the improvement in student performance over time, differences in the number of students achieving at different performance levels, and the impact of district-level characteristics on reading achievement. Through quantitative analyses of district-level aggregated data, we compared student growth trajectories over three years. We employed growth hierarchical linear modelling to explore to what extent time, school location, and their interaction impacted student outcomes, as measured by the state reading test. We found that both rural and non-rural students improved in all three performance levels. Location differences were only found in the higher performance levels. We further added 11 district-level factors that might influence student reading performance into the model. The percentages of at-risk and economically disadvantaged students, student mobility rate, and teacher turnover rate had a statistically significant negative impact for all reading levels.

Do Teacher Assistants Improve Student Outcomes? Evidence From School Funding Cutbacks in North Carolina

This article examines the influence of teacher assistants and other personnel on outcomes for elementary school students during a period of recession-induced cutbacks in teacher assistants. Using panel data from North Carolina, we exploit the state’s unique system of financing its local public schools to identify the causal effects of teacher assistants, controlling for other staff, on measures of student achievement. We find consistent evidence of positive effects of teacher assistants, an understudied staffing category, on student performance in reading and math. We also find larger positive effects of teacher assistants on achievement outcomes for students of color and students in high-poverty schools than for White students and students in more affluent schools. We conclude that teacher assistants are a cost-effective means of raising student achievement, especially in reading.

Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties.

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities?

Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the development of self-determination in people with disabilities since the 1990s; however, this work has most often focused on adolescents and young adults. Self-determination skills develop over the lifespan—and targeting the building blocks for these skills in the elementary years can lay a foundation for the development of self-determined learners in reading and beyond. As such, this systematic review sought to investigate to what extent self-determination skills were taught to improve reading outcomes for students with or at risk for LD in kindergarten through fifth grade. Twelve studies met criteria for inclusion; two randomized controlled trials (RCTs) and 10 single-case design studies. Results indicate self-determination for students with LD at the elementary level is limited; all interventions used a subcomponent related to self-regulation. Goal setting and positive attributions were also investigated but within intervention packages alongside self-regulation. Future researchers should study the effects of interventions that use other self-determination components for this population of students.

How Benchmark Is Used in Third Grade Reading Instruction

Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of this qualitative study was to explore how third grade reading teachers are using data from reading benchmark assessments to improve student reading performance. This research study was guided by two Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benchmark assessment data to improve student reading performance. RQ 2 addressed specific instructional strategies that third grade teachers are using from reading benchmark assessment data to effectively improve student reading performance. Data-driven decision making (DDDM) was the conceptual framework that was the foundation for this study. This basic qualitative design for this research study included 13 participants. Data were collected through open-ended semistructured interviews, and qualitative analyses were conducted through open coding and thematic analysis. According to the findings of this study, immediately analyzing data, collaboration, and data driven instruction were the themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, modeling, and guided reading. Leadership in this district may use these findings to make decisions about the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the assessments to impact student reading proficiencies. This research may provide specific instructional strategies used through the DDDM process that increases student reading proficiency. The findings could possibly yield results that have positive social change implications for reading achievement.

The Effect of Parental Characteristics and Home Resources on Reading Performance of 15-Year Old Students in the Philippines

The Effect of Parental Characteristics and Home Resources on Reading Performance of 15-Year Old Students in the Philippines

Standardized Testing, Use of Assessment Data, and Low Reading Performance of Immigrant and Non-immigrant Students in OECD Countries.

This paper investigates the effects of standardized testing and publication of achievement data on low reading performance for immigrant and non-immigrant students in 30 OECD countries. The paper aims to test hypotheses derived from a principal-agent framework. According to this theoretical perspective, standardized assessments alone should not be associated with reading performance. Instead, the model proposes that the provision of the results to the principle (parents and education authorities) is associated with higher student performance, as this reduces the information asymmetry between principal (parents and educational authorities) and agent (teachers and schools). The results of our analyses of PISA 2009 and 2015 reading data from 422.172 students show that first, the use of standardized achievement tests alone was not associated with the risk of low performance. Second, making the results of standardized tests available to the public was associated with a decreased risk of low reading performance among all students, and, third, particularly among first generation immigrant students. These results were robust across various modeling approaches. In accordance with the predictions from the principal-agent framework, our findings suggest that the mere implementation of standardized assessments has no effects on low performance. Testing along with the public provision of the testing results, which decreases the information asymmetry between schools and teachers on the one hand and parents and education authorities on the other, was associated with a decreased risk of low performance, with the effect being stronger for immigrant students.

The effects of a summer reading program for migrant children in migrant schools: First-year results from a randomized experiment

Thanks to urbanization, some developing countries have a large migrant population. Academic performance of migrant children is usually far from satisfactory, much to the concern of educators and legislators. Meanwhile, research has attested to the importance of reading skill development by the end of third grade for later academic achievement. Against this background, we evaluated the effects of providing self-selected, developmentally appropriate books on the reading performance and summer reading amount of students in migrant schools in China, employing a randomized controlled trial. The intervention program improved rising second-graders’ word reading scores and summer reading amount. It proved particularly beneficial to low-performing children and children from disadvantaged families. The findings have implications for improving the academic achievement of migrant children in migrant schools in China and similar developing countries, especially where parental support may not be expected for the academic development of children.