Current Search: reading performance (x)
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- Title
- THE IMPACT OF ACADEMIC VOCABULARY INSTRUCTION ON READING PERFORMANCE OF SOPHOMORE STUDENTS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST FROM 2008 TO 2009.
- Creator
-
McMillen, Margaret, Taylor, Rose, University of Central Florida
- Abstract / Description
-
This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education,...
Show moreThis study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
Show less - Date Issued
- 2009
- Identifier
- CFE0002909, ucf:48005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002909
- Title
- An Analysis of a Large Urban School District's Eighth-Grade Summer Reading Camp Curriculum and Student Performance Knowledge Voids.
- Creator
-
Sochocki, Eric, Murray, Barbara, Murray, Kenneth, Taylor, Rosemarye, Baldwin, Gordon, University of Central Florida
- Abstract / Description
-
This study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination....
Show moreThis study sought to determine if the 2012 Eighth Grade Summer Reading Campcurriculum was aligned with the students' needs. To determine if curriculum alignmentexisted, the researcher completed a qualitative and quantitative study. The qualitativestudy consisted of interviewing the school district program development team to ascertainhow the curriculum was designed. The quantitative segment involved runningdescriptive statistics for student performance on the Pre-program BenchmarkExamination. The determined student knowledge voids were compared to the amount ofinstructional time spent taught teaching those individual benchmarks to ascertain if thecurriculum was aligned with student need. The curriculum was determined to not bealigned with the performance deficiencies of the students.
Show less - Date Issued
- 2013
- Identifier
- CFE0005264, ucf:50595
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005264
- Title
- Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.
- Creator
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Moore, Miriam, Bryer, Thomas, Zhang, Ning, Steen, Julie, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while...
Show moreThis study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while controlling confounding variables. Statistically significant relationships are reported between race and academic performance, and grade level and academic performance. Practical and policy implications are discussed, as well as limitations of the study and need for future research.
Show less - Date Issued
- 2015
- Identifier
- CFE0005848, ucf:50910
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005848