Relevant bibliographies by topics / Grade level reading

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Grade level reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Grade level reading"

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GENÇER, Yusuf, and Sercan DEMİRGÜNEŞ. "An Analysis of Secondary School Students’ Anxiety Levels According to Parameters of Gender, Grade Level, Socioeconomic Level and Reading Frequency." International Education Studies 12, no. 9 (2019): 91. http://dx.doi.org/10.5539/ies.v12n9p91.

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The aim of this study is to examine the reading anxiety levels of secondary school students according to parameters of gender, grade level, socioeconomic level and reading frequency. The total number of participants of the study is 598 who are students in a secondary school from different grade levels. In this study, reading anxiety scale and personal information form is used. The collected data is analyzed by using independent t-test, one-way analysis of variance and Pearson Product-Moment Correlation Coefficient. Just as the first result of the study, it has been found that the reading anxie
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Cohen, Deborah L. "Network Helps Diverse Communities Improve Grade-Level Reading." National Civic Review 102, no. 2 (2013): 20–22. http://dx.doi.org/10.1002/ncr.21118.

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Holder, Ashley J. "The Effectiveness of Repeated Reading on Increasing the Reading Fluency of Struggling Readers." International Research in Higher Education 2, no. 2 (2017): 74. http://dx.doi.org/10.5430/irhe.v2n2p74.

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The purpose of this study was to determine the effectiveness of repeated reading intervention for increasing the reading fluency of an elementary student reading below grade level. Measures compared the fluency of a first grade student reading below grade level after participating in a repeated training for six weeks. Assessments to determine fluency prior to and after training were conducted to evaluate the effectiveness of the repeated reading intervention on the fluency scores of the student.Results of this study, based on pre and post-assessment data, indicated that repeated readings are a
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Smith, Ralph. "An introduction to the campaign for grade-level reading." National Civic Review 100, no. 4 (2011): 4–5. http://dx.doi.org/10.1002/ncr.20077.

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Rubiner, Betsy. "Bright Spots in the Campaign for Grade-Level Reading." National Civic Review 105, no. 2 (2016): 43–51. http://dx.doi.org/10.1002/ncr.21273.

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Jenkins, Joseph R., and Mark Jewell. "Examining the Validity of Two Measures for Formative Teaching: Reading Aloud and Maze." Exceptional Children 59, no. 5 (1993): 421–32. http://dx.doi.org/10.1177/001440299305900505.

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This study examined the relations among performance on standardized reading tests, two informal measures (reading aloud and maze), and teacher judgment. Subjects were 335 students from Grades 2–6. Correlations between oral reading fluency and two achievement tests varied according to students' grade level, with a declining trend in the coefficients as grade level increased. Correlations between oral reading and achievement tests at the upper grade levels were lower than those reported in previous studies. In contrast, coefficients between performance on maze tasks and achievement tests did not
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Donne, Vicki J., and Naomi Zigmond. "An Observational Study of Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools." Communication Disorders Quarterly 29, no. 4 (2008): 219–35. http://dx.doi.org/10.1177/1525740108321448.

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An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who are deaf or hard of hearing and 17 teachers of reading for these students. Results indicated that reading activities varied significantly by instructional setting and grade level enrolled. In addition, teacher behaviors were significantly different b
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Brunfaut, Tineke, Judit Kormos, Marije Michel, and Michael Ratajczak. "Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task." Language Testing 38, no. 3 (2021): 356–77. http://dx.doi.org/10.1177/0265532221991480.

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Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differ
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Kikas, Eve, Gintautas Silinskas, and Piret Soodla. "The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support." International Journal of Behavioral Development 39, no. 5 (2015): 402–12. http://dx.doi.org/10.1177/0165025415573641.

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This study examined the effects of children’s reading skills and interest in reading-related tasks on teacher perceptions of children’s literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers. Identical measures were administered at three time points (at the beginning of Grade 1 and at the end of Grades 1 and 2). Children’s reading skills were assessed with the word reading fluency test, and their interest in reading was assessed with self-report
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Carver, Ronald P. "Merging the Simple View of Reading with Rauding Theory." Journal of Reading Behavior 25, no. 4 (1993): 439–55. http://dx.doi.org/10.1080/10862969309547829.

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The Simple View of reading was merged with rauding theory by advancing a revision, called Simple View II. The original Simple View, described by Hoover and Gough (1990), has several inconsistencies between theoretical concepts and how concepts are measured. These inconsistencies were illuminated and clarified by using constructs from rauding theory. The resulting Simple View II focuses on how individual differences in reading level (called rauding accuracy level, AL) are almost entirely a function of word recognition level (called pronunciation level, PL) and listening comprehension level (cal
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Dissertations / Theses on the topic "Grade level reading"

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Dalton, Tony Lynn. "Entry Age and Reading Level by the End of Third Grade." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1361.

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This study was conducted to see if a difference exists in the mean Dynamic Indicators of Basic Early Literacy Skills: Oral Reading Fluency scores of students who entered kindergarten as 4 year olds, 5 year olds, and 6 year olds inclusively. Specifically, this dissertation considered the possibility that holding children out of kindergarten an extra year increased their reading level, while sending children to school too young delayed their ability to read and comprehend. A quantitative study was used to find differences between the mean reading levels at the end of 3rd grade for students who e
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Baier, Kylie. "The Effects of SQ3R on Fifth Grade Students' Comprehension Levels." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300677596.

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Gentry, Heather France. "Evaluating The Effectiveness Of The Rise Framework When Implemented With Second Grade Students Reading Below Grade Level: A Program Evaluation." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407569.

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Ensuring that students are reading on grade level by third grade is a critical factor that is correlated with future success both in the classroom and in future career and earnings potential for each child (Annie E. Casey Foundation, 2012 ; Sum et al., 2009). National data focused on the number of students reading below grade level depicts an alarming number of students who are not meeting grade-level benchmarks for reading (National Center for Education Statistics, 2019). When students struggle to meet grade-level expectations in reading through participation in instruction within the regular
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Ackermann, Cecile. "The effect of parental involvement on Grade 4 learner literacy : evidence from prePIRLS 2011." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65433.

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The study aims to determine the effect of parental involvement on the reading literacy abilities of Grade 4 learners. Literacy is a fundamental skill needed to successfully function in a country’s economy, as well as broader society. The acquisition of literacy is a complex and difficult process, where several factors can have an effect. One of the most important factors in the acquisition of literacy, is parental involvement. Many initiatives have been launched in South Africa to get parents involved in their child’s acquisition of literacy, such as the Family Literacy Project and Nal’ibali.
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Diehl, Jessica M. "The relation of elementary students' academic self-concept of reading to grade level, achievement, and teacher perceptions /." Online version of thesis, 2010. http://hdl.handle.net/1850/12316.

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Sweatman, Margie Wiggins. "A critical race inquiry into the use of grade level textbooks for students with reading disabilities the perspectives of teachers, students, and parents /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/beth%5Fc%5Fnewton/newton%5Fbeth%5Fc%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2005.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 250-270) and appendices.
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Fien, Francis J. "An examination of school and individual student level predictors of successful reading and reading related outcomes for kindergarten and first grade students : a comparison of two models of schoolwide reading reform /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147819.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-127). Also available for download via the World Wide Web; free to University of Oregon users.
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Parker, Emily G. "ASSESSING THE IMPACT OF THE READING INTERVENTION LANGUAGE! ON STATE READING PROFICIENCY SCORES FOR SECONDARY STUDENTS WITH DISABILITIES." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248101265.

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Mayo, John L. "The Renovation Process and Student Achievement as Measured by Performance on the Virginia Standards of Learning Assessments in Mathematics and Reading at the Eighth Grade Level." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37539.

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The purpose of this study was to look at the possible influence the renovation process had on student achievement as measured by performance on the Standards of Learning (SOL) in the areas of mathematics and reading at the eighth grade level in the Commonwealth of Virginia. For purposes of this study a descriptive research methodology was used to determine the possible influences the renovation process had on student achievement. To conduct such research, Standards of Learning (SOL) test scores in the areas of mathematics and reading, from middle schools in the Commonwealth of Virginia were
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Landon, Laura L. "English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.

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<p> This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners&rsquo; (ELLs&rsquo;) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs&rsquo; English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and
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Books on the topic "Grade level reading"

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Thal, Lilli. Mimus: Roman. Gerstenberg, 2003.

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Mimus. Annick Press, 2005.

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Spacer and Rat. Roaring Brook Press, 2005.

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A little fear. Penguin, 1985.

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Swarthout, Glendon Fred. Bless the beasts & children. Pocket Books, 1995.

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Summers at Castle Auburn. Ace Books, 2001.

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Secret sacrament. HarperCollins Publishers, 2001.

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Crutcher, Chris. Angry management. Greenwillow Books, 2009.

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Crutcher, Chris. Angry management. Greenwillow Books, 2009.

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Crutcher, Chris. Angry management. Greenwillow Books, 2009.

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Book chapters on the topic "Grade level reading"

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Gomendio, Montse. "Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise." In Improving a Country’s Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_9.

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AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.
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Brown, Jill Dunlap, and Jana Schmidt. "Case Studies for Each Grade Level." In Matching Reading Data to Interventions. Routledge, 2019. http://dx.doi.org/10.4324/9780429275234-8.

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Brewer, James C. "Measuring Text Readability Using Reading Level." In Encyclopedia of Information Science and Technology, Fourth Edition. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch129.

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Reading Grade Level calculations have been in use for over a century in the United States and have guided the selection of texts used in school programs. Government agencies at all levels, the military in its various branches, and editors of publications have found such formulas of use in setting policy or determining who can participate in programs. As readership is now a worldwide phenomenon with English as the primary language of the Internet, Reading Grade Level calculations can also be useful in creating Web pages and assigning reading texts to large multi-user classes (MOOCs) run over the Internet. In this regard, it is possible for faculty to be assured that the material is reachable to a wide audience by checking Reading Grade Level and providing additional guidance for the more difficult items in the form of discussion or focused questions. Authors can use the formulas as a tool to check the quality of their own writing and improve sections which are unnecessarily complex.
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Brewer, James C. "Measuring Text Readability Using Reading Level." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch008.

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Reading grade level calculations have been in use for over a century in the United States and have guided the selection of texts used in school programs. Government agencies at all levels, the military in its various branches, and editors of publications have found such formulas of use in setting policy or determining who can participate in programs. As readership is now a worldwide phenomenon with English as the primary language of the internet, reading grade level calculations can also be useful in creating web pages and assigning reading texts to large multi-user classes (MOOCs) run over the internet. In this regard, it is possible for faculty to be assured that the material is reachable to a wide audience by checking reading grade level and providing additional guidance for the more difficult items in the form of discussion or focused questions. Authors can use the formulas as a tool to check the quality of their own writing and improve sections which are unnecessarily complex.
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Rosenshine, Barak. "Helping Students From Low-Income Homes Read at Grade Level." In Direction instruction Reading Programs. Routledge, 2003. http://dx.doi.org/10.4324/9781410608307-9.

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Aiken, Cassandra, and Rachel Propst. "Applied Empathetic Instruction for Limited-Level English Learners With Weekly Grade-Level CSOs." In Engaging Teacher Candidates and Language Learners With Authentic Practice. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch015.

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With secondary English learners (ELs) often falling behind their peers in reaching grade-level expectations, a push to find research-based strategies to aid instruction to significantly decrease this gap is in place. This chapter addresses where to begin assessment and instruction with limited-level English learners to aid these students in accessing grade-level academic content in a timely manner. It provides key principles and research-based strategies for developing assessments and assignments to help break through initial barriers and provide an affective atmosphere (promoting confidence) for students to begin experimenting with language through meaningful and culturally relevant topics that will also address grade-level content standards. The texts and assignments should be rigorous, challenging the student to higher-order thinking and guiding the student to reach their full potential. Instruction should include multiple opportunities for extended discourse to allow the student to experiment and practice language across all language domains: reading, writing, listening, speaking.
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Bodenlos, Emily, and Lesia Lennex. "VoiceThread and iPad Apps Supporting Biological Change Concept." In Cases on Instructional Technology in Gifted and Talented Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch005.

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Kentucky science achievement data (KCCT, 2008-2011) for Biological Change indicated that middle grades students had little achievement compared to other concepts. The prior grade level for teaching this concept was fourth grade. A case study was designed to address the needs of three Fourth Grade classrooms. As part of No Child Left Behind (NCLB), language arts scores were supplemented with science and social studies. Objectives for the study were production of science and social studies curriculum using 3D instructional technologies for fourth grade in the following Kentucky Core Academic Standards (KCAS) Language Arts: Reading Standards for Informational Text K-5, Writing Standards K-5, Language Standards K-5, Range-Quality-and-Complexity of Student Reading; Core Content 4.1 Science Standard Biological Change; Core Content 4.1 Social Studies Standard Geography. Important findings for heterogeneous populations were made regarding the use of instructional technologies apps VoiceThread and Pangea Safari.
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Wood, Michele M., Dennis G. Fisher, Grace L. Reynolds, Yesenia Guzman, and William C. Pedersen. "Literacy Level and Vocational Training for Substance-Using Hispanic Adults." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch064.

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The Hispanic population has become the largest ethnic minority group in the United States. To successfully incorporate this population in adult vocational training, social service, and health programs, it is essential that programs design and implement materials at a reading level appropriate for the population served. This study determines the reading level in a population of Hispanic adult substance users receiving HIV prevention services in Long Beach, California. One hundred seven Spanish speakers were administered the Spanish Reading Comprehension Test. Spanish reading ability was determined to be at the third grade level for this sample. Results suggest that substance-using subpopulations of Spanish speakers in the Southwest United States face considerable language and literacy barriers. Findings have implications for adult vocational training as well as social service and health programs that include Hispanic subpopulations, and highlight the importance of designing materials that do not exceed the reading abilities of target populations.
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Yasuda, Akihiro. "An Explanatory Comparison of Japanese Secondary English Textbooks and IB English Textbooks." In Educational Reform and International Baccalaureate in the Asia-Pacific. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5107-3.ch005.

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Fifty percent of IB schools in Japan use both the national and IB-authorized English textbooks. This chapter will explore the issue of how these differ. Books used for the study came from MYP Phase 3, MYP Phase 4, DP English B, and each grade of Japanese high school. In Study 1, 150 texts were checked for various language features: length, vocabulary profile, and readability. Text length was well-controlled in the Japanese textbooks, while IB books have both short and long texts. For vocabulary, AWL words appeared most often as the grade goes up. Analysis of English Vocabulary Profile showed that fewer CEFR A1/A2 words are used and more CEFR B/C level words appear as the grade goes up. Readability indices also show a wide range of levels. In Study 2, reading tasks are categorized in two ways: pre-/while-/post-reading tasks, and Anderson's taxonomy. In the IB textbooks, about 50% of the reading tasks require higher-order thinking skills whereas 70% of Japanese textbooks have tasks only requiring low-order thinking skills. This shows the sharp contrast between the two types.
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Wiener, Harvey S. "Moms and Dads as Reading Helpers :Good Books Through The Grades." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0015.

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Read some chilling statistics, reported in an accurate Roper Organization survey a short time ago. Pollsters telephoned a nationally representative cross section of 1,000 families with kids from three to fourteen years old. Over ninety percent of moms and dads said reading was essential to their boy or girl's success. But of those with a child who could read, only 66 percent were happy with how their youngster was reading. According to age group, these are the numbers regarding parents who thought their child was interested in reading: . . .SCHOOL LEVEL PERCENTAGE Preschool 56% Kindergarten-second grade 59% Third grade-fifth grade 53% Beyond fifth grade 39%. . . At best, therefore, according to parents, six out of ten youngsters in any of the four groups found books stimulating. Of all the families surveyed only forty-four percent said their children read for pleasure each day. The implications are astounding. Personal happiness, future education, good jobs, enlightened citizenry, the society's continued advance: these all are at stake. Looking beyond the elementary and junior high school years, a Carnegie Foundation survey of 5500 college professors revealed that 75% think undergraduates at their institutions are seriously underprepared in basic skills; 66% think their colleges are paying too much money and spending too much time teaching what students should have learned prior to college admission. The failure of our schools to develop essential skills, the pervasive indifference to books among our children, the minimal achievement level at which so many youngsters hover throughout their educational lives—these are grim barriers to knowledge, happiness, and success. We read about this new study, that commission's report, those irrefutable data. We worry for awhile and then shrug with resignation. I'm not hopeful that the depressing statistics we hear about so regularly will improve any time soon, no matter what changes we make in our country's formal educational system. But in the informal realm;—the home, the supermarket, the playground, the various child-parent intersections—fertile, untilled soil stretches out around us.
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Conference papers on the topic "Grade level reading"

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JADE, CHRISTIANA, JOHN MAR, LYNN M, and MARA CHARINA. "Reading Materials Versus Grade Level Is There A Match." In Third International Conference on Advances In Economics, Social Science and Human Behaviour Study - ESSHBS 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-085-9-73.

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Li, Juan, Lijiao Yang, Liang Wen, Zhiying Liu, and Yongjie Lu. "A study on the construction of a grade-level reading corpus for TCSL." In 2016 International Conference on Asian Language Processing (IALP). IEEE, 2016. http://dx.doi.org/10.1109/ialp.2016.7875986.

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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an importa
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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.

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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching
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Mealer, Arthur, Constantine Tarawneh, and Stephen Crown. "Radiative Heat Transfer Analysis of Railroad Bearings for Wayside Hot-Box Detector Optimization." In 2017 Joint Rail Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/jrc2017-2260.

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The railroad industry utilizes wayside detection systems to monitor the temperature of freight railcar bearings in service. The wayside hot-box detector (HBD) is a device that sits on the side of the tracks and uses a non-contact infrared sensor to determine the temperature of the train bearings as they roll over the detector. Various factors can affect the temperature measurements of these wayside detection systems. The class of the railroad bearing and its position on the axle relative to the position of the wayside detector can affect the temperature measurement. That is, the location on th
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Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.

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This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to culti
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Barros, P., E. Carlberg, I. S. Høgsæt, et al. "Out-of-Plane Bending (OPB) Test of Large Diameter Mooring Chains." In ASME 2020 39th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/omae2020-18805.

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Abstract Chevron Corporation and Bluewater Energy Services (BES) performed a chain out-of-plane bending (OPB) test, called OPB MAX hereafter, at DNV GL’s laboratory in Høvik-Norway. The test was performed to study the OPB phenomenon for a chain diameter which was larger than the maximum diameter tested by the OPB JIP. The goal was to understand chain OPB physics for such a large diameter, measure interlink stiffness and maximum sliding moments and validate BES’ in-house finite element model. The current study is a collaboration between all involved parties and the results will be presented in
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Reports on the topic "Grade level reading"

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Faneuff, Robert S. Reading Grade Level (RGL) Data for Air Force Specialties (1988). Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada225341.

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2

Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with re
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3

Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with
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