Reading Test Scores Research Articles

Using About-Point Strategy to Improve the Hortatory Exposition Text Reading Skill of the Eleventh Graders of SMA Muhammadiyah 1 Kota Magelang in the School Year 2018/2019.

Reading is one of basic skills that are important for the students. Because by reading, the students will get the information based on the text that they have read. Based on the observation, students still find difficulties in determine main idea and supporting details of the text.The objectives of this research are; first, is to explain whether About-Point strategy can improve the students’ learning motivation of the hortatory exposition text reading skill. The second is to describe how great is the improvement of the students’ reading skill taught by About-Point strategy.The researcher conducted a CAR (Classroom Action Research). It was divided into three phases; they are Pre-Cycle, Cycle I, and Cycle II. The researcher took XI PA 2 students of SMA Muhammadiyah 1 Kota Magelang in the school year 2018/2019 as the subject of this research.There was a good improvement of the students after the researcher taught by using About-Point strategy. They were curious and active in learning process of hortatory exposition text reading skill because they wanted to improve their reading skill.The result of the test showed that their score improved. In the Pre-Cycle their average score in reading test was 64.40, and in Cycle I, their average score was improved and reached 70.00. It means that they were any improvement of their score from the pre cycle to cycle I. The average score of reading test in Cycle II is 79.00 and it means they were motivated by using the strategy.

Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure With an Experimental Novel Measure

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students’ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R2, sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.

The effect of voucher and public school education on Chilean students’ mathematics and reading test score trajectories

ABSTRACT This article aims to measure and compare the effectiveness of voucher schools and public schools on mathematics and reading test score trajectories from Grade 4 to Grade 10 in Chile. We analysed a national database that includes measures taken in 2007, 2011, and 2013 from a same sample of over 140,000 students. Multilevel-growth models were used to analyse the trajectories, and linear adjustment with propensity score matching was used to control for confounding variables. We found positive effects of voucher education on intercepts which, after controlling for schools’ socioeconomic composition and selection policies, became irrelevant in terms of effect sizes. Regarding slopes, voucher schools have a significant positive effect, which is irrelevant in terms of effect sizes if 1 year is considered, but relevant for a 12-year school trajectory. The results illustrate a stratification between the public and voucher systems during a period when intense neoliberal policies were enforced.

Differences in Reading by the Economic Status of Texas Grade 4 Boys and Girls in Special Education: A Multiyear Statewide Investigation

In this investigation, the degree to which the economic status (i.e., Not Economically Disadvantaged, Economically Disadvantaged) of Texas Grade 4 boys and girls in special education was related to their reading performance was addressed. Archival data from the Texas Education Agency Public Education Information Management System were analyzed for 2014-2015, 2015-2016, 2016-2017, and 2017-2018 school years on the Texas state-mandated reading assessment for Grade 4 students. Inferential statistical analyses, conducted separately for boys and girls in special education, revealed that boys and girls in poverty had statistically significantly lower reading test scores than boys and girls who were not in poverty. Results in all four school years were consistent with the existing research literature in that poverty negatively affects reading performance. Implications for policy and practice were provided, as well as recommendations for future research.

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.

Academic achievement and needs of school-aged children born with selected congenital anomalies: A systematic review and meta-analysis.

Children with congenital anomalies have poorer intellectual and cognitive development compared to their peers, but evidence for academic achievement using objective measures is lacking. We aimed to summarize and synthesize evidence on academic outcomes and special education needs (SEN) of school‐aged children born with selected major structural congenital anomalies. Electronic databases (MEDLINE, EMBASE, Scopus, PsycINFO, CINAHL, ProQuest Natural Science and Education Collections), reference lists and citations for 1990–2020 were systematically searched. We included original‐research articles on academic achievement in children with non‐syndromic congenital anomalies that involved school test results, standardized tests and/or SEN data. Random‐effects meta‐analyses were performed to estimate pooled mean test scores in mathematics and/or reading where possible and pooled odds ratios (ORs) for SEN in children with severe congenital heart defects (CHDs) and children with orofacial clefts (OFCs). Thirty‐nine eligible studies (n = 21,066 children) were synthesized narratively. Sixteen studies were included in meta‐analyses. Children with non‐syndromic congenital anomalies were at a higher risk of academic underachievement than controls across school levels. Children with severe CHD (pooled OR = 2.32, 95% CI: 1.90, 2.82), and children with OFC (OR = 1.38 (95% CI: 1.20, 1.57), OR = 3.07 (95% CI: 2.65, 3.56), and OR = 3.96 (95% CI: 3.31, 4.72) for children with cleft lip, cleft palate and cleft lip/palate, respectively) had significantly higher ORs for SEN than controls. Children with non‐syndromic congenital anomalies underperform academically and have higher SEN rates compared to their peers. Early monitoring and development of differential SEN are important to promote academic progress in these children.

Music teacher perceptions of evaluation: a case study of the Tennessee fine arts portfolio model

While high-stakes testing has influenced music teacher evaluation, evidence of music teacher agency influencing the policy process has been scarce. One notable exception is the Tennessee Fine Arts Portfolio Model (TNFAPM), designed by music teachers in Tennessee as an alternative to music teacher evaluations that have been based, at least in part, on reading and math test scores. In place for nine years, the model is one of the few peer-reviewed teacher evaluation initiatives that has been in continuous use in public schools, enabling researchers to examine music teacher perceptions of evaluation in Tennessee, including perceptions of the portfolio. The purpose of this study was to examine two music teachers’ perceptions regarding the different means of teacher evaluation (student reading/math test scores and the TNFAPM) used within the state of Tennessee. After analyzing data collected during the study, I sought to answer the following question: How have teacher evaluation practices and policies impacted music teachers’ self-perceptions, classroom policies, and curriculum implementation in Tennessee? Findings suggest that administrative support, feedback delivery/reception, and value for music making shaped the participants’ perceptions, policies, and classroom practices. Additionally, scores did not generate positive perceptions.

Characterizing academic performance in pediatric acute lymphoblastic leukemia with population‐based achievement tests

BackgroundRecent shifts from radiation to chemotherapy‐based treatment for acute lymphoblastic leukemia (ALL) have contributed to reduced long‐term morbidity. Despite this, ALL survivors remain at increased risk for long‐term cognitive impairments.AimTo identify demographic and treatment factors associated with school performance in pediatric survivors of ALL.MethodsWe collected standardized test scores for reading, math, and science obtained in a school setting from grades 3–11 in 63 ALL survivors (46.0% boys). Most participants were assessed across multiple grades (median number of grades n = 5, range 1–7), and 269 observations were considered in the analyses. Treatment exposures were extracted from medical records. Socio‐economic status was estimated using participation in free/reduced lunch programs at school. Mixed effects linear regression models were conducted to determine factors associated with school performance.ResultsALL survivors' scores were comparable to state norms on reading, math, and science performances. On multivariable analysis, participation in free/reduced lunch programs was significantly associated with lower reading scores (β = −12.52; 95% CI −22.26:−2.77, p = .01). Exposure to radiation during treatment was also associated with lower reading test scores (β = −30.81, 95% CI −52.00:−9.62, p = .01). No significant associations between demographics and treatment parameters were observed for math and science test scores.ConclusionsWe utilized population‐based achievement tests conducted from grades 3–11 to characterize school performance in ALL survivors. Our results imply that survivors with low socio‐economic status and those exposed to radiation during treatment could benefit from early monitoring and intervention to maximize academic success.

Sociodemographic variations in the association between indoor environmental quality in school buildings and student performance

Environmental and building characteristics of educational facilities are associated with student learning and achievement. We examined the effect of indoor environmental quality (IEQ) in schools on standardized test scores, accounting for individual and community-level sociodemographic factors.We explored data from a Colorado school district which included individual student achievement metrics (reading and math test scores), and IEQ characteristics of school buildings measured by Operation Report Card scores (ORC). We estimated associations between ORC increase and changes in test scores using mean-based and quantile regression (QR) models, and examined heterogeneity of associations within sex and racial/ethnic subgroups.Confounder-adjusted QR models revealed differences across test distributions suggesting overall that improved IEQ may mitigate negative effects on academic achievement among students who experience social and economic risks. For example, a one unit increase in ORC for Latinx students was associated with up to a 2.7% (95%CI: 0.4%, 5.1%) increase in math score at the 90th percentile of the score distribution but a 0.4% (95%CI: 3.1%, 2.2%) decrease at the same percentile for White students.Our observations provide evidence not only on the overall importance of school IEQ on academic achievement, but also suggests a greater vulnerability or response to improved IEQ among socioeconomically disadvantaged students.

Using Latent Class Analysis to Link Career and Technical Education in Adolescence and Work and School Transitions in Young Adulthood

Career and technical education (CTE) has recently gained national attention as a means of promoting college and career readiness. However, little is known about the joint trajectories of school and work during and following CTE participation in high school. Using the Educational Longitudinal Study of 2002, we conducted latent class analyses to examine latent pathways connecting high school CTE participation with employment during high school, as well as the subsequent educational and work transitions. Four latent pathways were identified, defined as: (a) CTE-to-work pathway, (b) BA-focused pathway, (c) Workfocused pathway, and (d) low-career motivation pathway. Analysis of the precursors revealed that male students tend to follow work-related paths and females tend to take more education-focused paths. Further, higher math and reading test scores, and higher parental socioeconomic background were associated with a higher likelihood of taking the BA-focused pathway as opposed to the CTE-to-work pathway, and of taking the CTE-to-work pathway compared to the work-focused and low-career motivation pathways. Both the BA-focused and CTE-to-work groups had relatively higher earnings and job satisfaction compared to the other two latent path groups.

A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools

Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediates their experiences, which previous adolescent literacy research suggests should be considered alongside other outcomes. Purpose/Objective/Research Question/Focus of Study: This meta-synthesis of qualitative research highlights additional factors that are overlooked when evidence of effectiveness is defined predominantly through assessment outcomes. It contributes insights from two decades of research on reading intervention classes (RICs), which are a long-standing approach to adolescent literacy intervention. We define RICs as compulsory, yearlong courses that supplement content-area classes with the goal of improving adolescents’ reading. Grounded in sociocultural theories of literacy and learning, our research question was: How do students experience and perceive RICs? Research Design: We conducted a qualitative meta-synthesis of 21 studies published between 2000 and 2020 that (1) focused on secondary (grades 6–12) RICs in the United States and (2) included data related to students’ experiences and perspectives. Data Collection and Analysis: We followed best practices in qualitative meta-synthesis, including assembling an author team composed of researchers with expertise in RICs, identifying a research meta-question, conducting a comprehensive search, selecting and appraising relevant studies, and coding and presenting findings using qualitative techniques. Findings/Results: We found that youth’s own diverse understandings of themselves as readers and writers, combined with the extent to which they viewed their RICs as relevant, agentive, and facilitative of relationships, mediated students’ experiences and perceptions of their RICs. In addition, students across studies described placement policies and practices as confusing, frustrating, and embarrassing. Conclusions/Recommendations: By providing a perspective that extends beyond test scores, the findings highlight some of the consequences of intervention placement policies and practices for adolescents. They also address the need for educational stakeholders to expand definitions of what counts as evidence of effectiveness to inform the future development of re-mediated literacy learning opportunities for adolescents that (1) rethink curriculum and instruction to affirm students’ literacy identities, histories, and capacities, and (2) reposition youth as literacy knowers and doers.

The Use of Three-Level Guide Strategy in Teaching English Narrative Text: A Classroom-Based Research

The researcher intended to find out and describe the application of the three-level guide strategy in increasing the students reading skill of narrative text. Through classroom based research, the researcher had conducted nine meetings for three cycles. The participant of this research was the seventh grade students of junior high school. 33 students of VII-2 class were involved in this research, the researcher used observations and objective tests as her instrument. The data were collected and analyzed qualitatively and quantitatively. The researcher calculated the quantitative data from tests in each cycle through Microsoft excel. The researcher used classroom observation checklist to find out the students participation in learning. There was no improvement in students reading test scores in cycles 1 and 2. However, in cycle 3, students' reading test scores increased. In cycle I the students average score was 48.78, the students average score in cycle II was 58.28, and in the last cycle, the average score was 73.4. The researcher reveals that the three-level reading guide strategy increases students reading skills. This research is useful for teachers, students, and further researchers.

A Descriptive Study On Questioning Skill In Past Tense Of The Seventh Grade Students At SMP NU Al-Amnan Bangorejo

The design of this research was descriptive quantitative study. The researcher used reading test as the instrument to get the research data. Population of the research was taken from the seventh grade students of SMP NU Al-Amnan Bangorejo 2015/2016 Academic Year, because there is only one class of the seventh grader. Based on the result of the test, the percentage score of the seventh grade students at SMP NU Al-Amnan Bangorejo are 60% students categorized as poor, 36% students categorized as good and 4% student categorized as excellent. One student who got the perfect score test had no difficulty in making interrogative sentences both using Verb2 and Tobe2. Nine students who got the good category in percentage of students reading test score having problems on the using Tobe2 (was and were) and have to add (–ed) in regular verb form and no (-ed) in irregular verb form. The rest of the 15 students who got poor category, facing problems on making interrogative sentences use Verb2 and Tobe2. Moreover, based on the researcher observation during the test, the rest 15 students did not do the tests independently.

THE EFFECT OF COLLABORATIVE STRATEGY TOWARD THE READING COMPREHENSION

This research aimed to figure out whether CSR gives positive effect toward students’ ability in reading comprehension. This reserach design was quasi experimental research. The text with which chosen by the researchers was recount text. The sample of this research were students in English Department of Mayjen Sungkono University. The data of this research was reading test scores which were analyzed by using t-test. It was found that there was significant difference on students’ reading comprehension who were taught by using Collaborative Strategic Reading (CSR) and the students taught by using non Collaborative Strategy Reading (CSR). This study consisted of 4 meetings. Each meeting consisted of planning, execution, observation and reflection. The result of post test showed that the mean score of posttest higher in experiment than control group. When Null Hyphotesis H0 was accepted it meant there was no difference significant in reading comprehension between class taught by using collaborative reading strategy nor without using collaborative reading strategy. Based on the finding, it signed that Ha was accepted and H0 was refused.

INVESTIGATING STUDENT-TEACHER RATIO AS A FACTOR IN READING PERFORMANCE: THE CASE OF THE PHILIPPINES

This paper attempts to investigate the student-teacher ratio of various Southeast Asian nations and each country’s reading performance through the lens of the Programme for International Student Assessment (PISA) scores. This paper employed a purely secondary analysis using data available online. The first phase of the research involved revisiting online documents about the student-teacher ratio in the classroom among selected Southeast Asian nations. In the second phase, reading test scores presented in this study are sourced from PISA. The last phase is the comparison and contrast of the data through a tabular presentation. Findings reveal that the countries with a ratio having the least number of students per teacher ranked higher compared with those with a nation having the greatest number of students per teacher. Singapore, Malaysia, and Brunei Darussalam with a ratio ranging from 8 to 11.6 per teacher scored 408-549 points in the PISA Reading Test while Thailand, Indonesia, and the Philippines with a ratio ranging from 15 to 36 students per teacher scored 340-393 points. It is undeniable that the student population in the classroom positively impacts the teaching and learning processes, particularly in reading as contextualized in this study. The government should recognize the dire need for schools to be provided with appropriate funds to sustain the public education system. Careful analysis of the presented data shows the connection between student-teacher ratio and reading performance as manifested by test scores. It is undeniable that the student population in the classroom positively impacts the teaching and learning processes, particularly in reading as contextualized in this study.

Association of Rheumatoid Arthritis in Pregnancy With School Performance of Offspring: A Danish Nationwide Register-Based Study.

To examine the overall cognitive development of children exposed to maternal rheumatoid arthritis (RA) in utero by comparing their school test scores to those of their peers. Children born in Denmark during 1995-2008 and listed in the National School Test Register were included (n = 738,862). Children exposed to maternal RA were identified through linkage of national registers. In separate analyses, exposure was subdivided according to maternal serostatus. Preclinical maternal RA was included as a separate exposure. The Danish national school tests are mandatory standardized tests. Results from all reading tests (grades 2, 4, 6, and 8) and mathematics tests (grades 3 and 6) from 2010-2017 were included. Test scores were compared according to maternal RA exposure for each test separately using linear regressions. We identified 934 children exposed to maternal RA in utero. There were no differences in reading test scores between maternal RA exposed and unexposed children. RA exposed children scored poorer in both mathematics tests (adjusted differences of mean score -0.14 SD (95% confidence interval [95% CI] -0.23, -0.06) and -0.16 SD (95% CI -0.26, -0.07). There was no appreciable difference between children by maternal RA serostatus. Children exposed to preclinical RA (n = 589) showed the same pattern of performance as children exposed to RA. RA-exposed children scored slightly poorer in mathematics tests but performed as well as their unexposed peers in the reading tests. The results do not suggest that RA in pregnancy has a major impact on offspring school performance.

From Safe Motherhood to Cognitive Ability: Exploring Intrahousehold and Intergenerational Spillovers

Empirical evidence on conditional cash transfers (CCTs) in the education domain suggests increases in school participation but minimal effects on learning. In this paper, we find strong evidence for intrahousehold spillover effects of a CCT programme on children's academic performance, but interestingly, the CCT was not conditioned on education. We study a flagship health and safe motherhood programme from India, and by exploiting plausible exogenous variation in exposure to the programme, show positive effects on reading, writing and maths test scores for non‐targeted elder children in the household whose mothers or aunts were potentially exposed to the policy. Our results can be viewed as intergenerational effects of CCTs because the estimated benefits accrue to the future generations of the potential recipients of the transfer payments. We identify higher expenditure on private tutoring as a potential mediating channel for the effects. We also find changes in fertility preferences of women, suggesting a longer‐term mediating channel applicable in a standard quantity–quality trade‐off setting.

How does absenteeism impact the link between school's indoor environmental quality and student performance?

We evaluated student absenteeism as a potential mediator of the association between indoor environmental quality (Operations Report Card, ORC) on the outcomes of reading and math standardized test scores. Test scores from 2016 were available for over 18,000 students in grades 3–9 from 47 schools in Colorado. Exposures of interest were indoor air quality plus a composite ORC score for five measures of school building conditions. Mediation was analyzed using mixed effects linear regression models with school ID as a random effect, adjusted for school and student characteristics. There was no observed effect of absenteeism as a mediator on the associations between exposures and test performance. Further, there was no association between indoor air quality or the composite ORC score on test scores. Indicators of socioeconomic status, such as a school's percentage of Free/Reduced Price Lunch Program and student race/ethnicity, were the key influencers of test performance. In addition, student absenteeism evaluated as an independent variable and not as a mediator was an important driver of test performance.

The effects of experimentally induced emotions on revising common vaccine misconceptions.

Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. This study examined the effects of experimentally induced emotions on online and offline knowledge revision of vaccination misconceptions. Before reading refutation and non-refutation texts, 96 individuals received a positive, negative, or no emotion induction. Findings showed that negative emotions, more than positive emotions, resulted in enhanced knowledge revision as indicated by greater ease of integrating correct information during reading and higher comprehension test scores after reading. Findings are discussed with respect to contemporary frameworks of knowledge revision and emotion in reading comprehension and implications for educational practice.

Literacy-related skills among children after left or right hemispherectomy

ObjectiveFollowing hemispherectomy surgery, children’s educational outcomes are of great importance but are understudied. The study goal was to investigate reading, language, and nonverbal cognitive skills in children obligatorily relying on a left versus right hemisphere using a cross-sectional design. MethodsParticipants (ages 6–18) who had undergone left hemispherectomy (LH; n = 10) or right hemispherectomy (RH; n = 14) completed standardized measures of reading, language, and nonverbal cognition. ResultsLH and RH groups were balanced for socioeconomic status, sex, and age. Both groups scored below the population mean across standardized measures (RH: −0.79 to −1.95 SDs; LH: −0.97 to −2.32 SDs). Compared to the LH group, the group retaining a functional left hemisphere (RH group) learned to read sooner (p = .011) despite no significant differences for surgery age, and scored higher on untimed real word and pseudoword reading measures (p < .05). Effect sizes were medium (r = 0.34–0.46) for the LH and RH comparison on measures of phonological awareness and both untimed and timed word and pseudoword reading. In examining the association between clinical variables and reading-related outcomes, younger age of post-hemispherectomy reading acquisition and shorter duration between seizure onset and hemispherectomy surgery were associated with higher standardized reading and language test scores (p < .05). SignificanceInvestigations of psychoeducational skills in reading, language, and nonverbal cognition among children who have undergone hemispherectomy can offer important insights into compensatory potential for left and right hemispheres as well as inform educational programming for children following medical stabilization.