Relevant bibliographies by topics / Reading level-Grade K

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Academic literature on the topic 'Reading level-Grade K'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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Journal articles on the topic "Reading level-Grade K"

Renbarger, Rachel L., Tracey N. Sulak, and Grant B. Morgan. "The Importance of Teacher Credentials for Early Achievement – A Replication of Croninger et al. (2007) Econ. Edu. Rev." ReScience X 1, no. 1 (2022): #1. https://doi.org/10.5281/zenodo.6426882.

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Many educational reforms in the United States incorporated teacher qualifications into their design to better the quality of public education. However, research remains mixed as to whether teacher quality impacts student achievement. This study aimed to replicate a study prior to recent teacher education reforms to understand what differences exist, if any, in the relationships between teacher qualifications and elementary student achievement. A federal data source was used to examine school-, teacher-, and student-level variables on first grade reading and mathematics achievement. Results ind

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Lee, Jiyeon, and So Yoon Yoon. "The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities." Journal of Learning Disabilities 50, no. 2 (2016): 213–24. http://dx.doi.org/10.1177/0022219415605194.

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The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges’ g of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested

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Kusuma, Eka. "THE READABILITY LEVEL OF READING PASSAGES ON ENGLISH TEXTBOOK FOR GRADE NINE IN INDONESIA." Journal of Research on Applied Linguistics, Language, and Language Teaching 2, no. 2 (2019): 132–39. http://dx.doi.org/10.31002/jrlt.v2i2.542.

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Textbook is a major resource for students in teaching and learning process of English. The basic component of textbook is text. This is in line with text-based or genre-based approach applied by the K-13 curriculum in Indonesia. However, the publication from Ministry of Education (2016) in achievement of 15 year-old Indonesian students in Programme for International Student Assessment (PISA) shows that they did not have significant improvement in reading skill. One factor assumed is the readability level of reading passages on the textbook used in teaching and learning process. It is concerned

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Toste, Jessica R., Lisa Didion, Peng Peng, Marissa J. Filderman, and Amanda M. McClelland. "A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students." Review of Educational Research 90, no. 3 (2020): 420–56. http://dx.doi.org/10.3102/0034654320919352.

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The purpose of this meta-analytic review was to investigate the relation between motivation and reading achievement among students in kindergarten through 12th grade. A comprehensive search of peer-reviewed published research resulted in 132 articles with 185 independent samples and 1,154 reported effect sizes (Pearson’s r). Results of our random-effects metaregression model indicate a significant, moderate relation between motivation and reading, r = .22, p < .001. Moderation analyses revealed that the motivation construct being measured influenced the relation between motivation and readi

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Dallavis, Julie, Stephen Ponisciak, Megan Kuhfeld, and Beth Tarasawa. "Achievement Growth in K-8 Catholic Schools Using NWEA Data." Journal of Catholic Education 24, no. 2 (2021): 1–19. http://dx.doi.org/10.15365/joce.2402012021.

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Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during t

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Chatterji, Madhabi. "Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K—first grade sample. Vol. 13 No. 46." education policy analysis archives 13 (November 23, 2005): 46. http://dx.doi.org/10.14507/epaa.v13n46.2005.

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In light of the NCLB Act of 2001, this study estimated mathematics achievement gaps in different subgroups of kindergartners and first graders, and identified child- and school-level correlates and moderators of early mathematics achievement. A subset of 2300 students nested in 182 schools from the Early Childhood Longitudinal Study K-First Grade data set was analyzed with hierarchical linear models. Relative to school mean estimates at the end of kindergarten, significant mathematics achievement gaps were found in Hispanics, African Americans and high poverty students. At the end of Grade 1,

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Jomocan, Cynthia O., and Ma Judy B. Legaspi. "Context Clues Knowledge and Reading Comprehension Skills of Grade 10 Students." Technium Education and Humanities 2, no. 1 (2022): 48–60. http://dx.doi.org/10.47577/teh.v2i1.7009.

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This descriptive, comparative, and correlational research design aimed to determine the level of context clues knowledge and reading comprehension skills of Grade 10 students. A researcher-made validated and reliability-tested questionnaire was used to 246 randomly selected respondents composed of Grade 10 students in the three-class programs in the K-12 Curriculum. Mean and standard deviation yielded an outcome of average, which means students have acceptable knowledge in context clues and expanding results, which refers to an acceptable reading proficiency of students. Kruskal-Wallis and Pos

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Downs, Jake, Katie Martz, and Kathleen Mohr. "Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading." Education Sciences 15, no. 2 (2025): 259. https://doi.org/10.3390/educsci15020259.

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This study examined high-performing teacher teams in Title I elementary schools that demonstrated significant student growth in foundational reading skills. Using an explanatory sequential mixed-methods design, we identified K-2-grade-level teams within a district with the highest growth on Acadience Reading. The study explored (1) student growth and proficiency outcomes in these high-growth teams and (2) how teachers described their instructional practices and outcomes. Focus group interviews were conducted, and thematic analysis revealed key factors, including collaboration, data responsiven

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Friedman, Daniela B., Manju Tanwar, and Jane V. E. Richter. "Evaluation of Online Disaster and Emergency Preparedness Resources." Prehospital and Disaster Medicine 23, no. 5 (2008): 438–46. http://dx.doi.org/10.1017/s1049023x00006178.

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AbstractIntroduction:Increasingly, individuals are relying on the Internet as a major source of health information. When faced with sudden or pending disasters, people resort to the Internet in search of clear, current, and accurate instructions on how to prepare for and respond to such emergencies. Research about online health resources ascertained that information was written at the secondary education and college levels and extremely difficult for individuals with limited literacy to comprehend. This content analysis is the first to assess the reading difficulty level and format suitability

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Sandag, Josephine, and Ma. Lovella Bistis. "PROJECT SALPOK: Strengthening Parents and Community Involvement And Leveling-up Reading Performance Of K to 3 Learners." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 3 (2025): 5–9. https://doi.org/10.5281/zenodo.14949591.

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Abstract:   This study examines the implementation and impact of Project SALPOK (Strengthening Parents and Community Involvement and Leveling-Up Reading Performance of K to 3 Learners), an initiative designed to enhance early literacy development through parental and community engagement. Rooted in the principles of the Department of Education’s Every Child a Reader Program (ECARP) and the 3Bs Initiative (Hamon: Bawat Bata Bumabasa), this project aims to address literacy gaps in Kindergarten to Grade 3 learners by fostering a collaborative learning

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Dissertations / Theses on the topic "Reading level-Grade K"

Fedor, Linda C. "The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania." Thesis, Wilkes University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602332.

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In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading instruction in K-3 and Grade 3 Pennsylvania System of School Assessment (PSSA) Reading achievement in school districts in Northeastern Pennsylvania (NEPA). Research indicates that throughout the past decade, these same instructional practices were fo

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Books on the topic "Reading level-Grade K"

Washington (State). Superintendent of Public Instruction., ed. Reading: K-10 grade level expectations : a new level of specificity. Partnership for Learning, 2004.

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M, Brown Sheron, ed. The six-minute solution: A reading fluency program (primary level) : grades K-2 and remedial grade 3. Sopris West Educational Services, 2007.

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Foresman, Scott. READING 2011 LEVELED READERS ADVANCED-LEVEL GRADE LEVEL PACKAGE GRADE K. Scott Foresman, 2009.

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Foresman, Scott. READING 2011 BIG BOOK GRADE LEVEL PACKAGE GRADE K. Scott Foresman, 2009.

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Foresman, Scott. READING 2008 CONCEPT READERS GRADE LEVEL PACKAGE GRADE K. Scott Foresman, 2006.

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Foresman, Scott. READING 2010 INDEPENDENT READERS GRADE K GRADE LEVEL COLLECTION. Pearson Scott Foresman, 2008.

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Foresman, Scott. READING 2011 LITTLE BOOKS GRADE LEVEL PACKAGE GRADE K. Scott Foresman, 2009.

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Foresman, Scott. READING 2011 SPANISH LEVELED READER GRADE LEVEL PACKAGE GRADE K ON-LEVEL. Scott Foresman, 2009.

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Cutting, Brian. Award Reading, Grade K, Magenta Level (Teacher's Guide). School Specialty Publishing, 2006.

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Foresman, Scott. READING 2010 PRE-DECODABLE BOOKS GRADE LEVEL COLLECTION GRADE K. Scott Foresman, 2008.

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Book chapters on the topic "Reading level-Grade K"

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 Sta

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Napoli, Donna Jo. "English spelling is hard, and it makes learning to read hard. Should we do anything about it?" In Language meatters. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195160482.003.0010.

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Abstract Many children in the United States try for years to learn to read, and some never succeed. Educators talk about a fourth-grade reading level as a milestone in the process of achieving literacy. The accepted wisdom is that once students reach this level, they cross over from learning to read to reading to learn. So, on average, it would seem to take four years of schooling (not including kindergarten or pre-K education) to gain such proficiency. Gaining analogous levels of proficiency in writing skills takes even longer. The stumbling blocks in achieving literacy in English are numerou

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Longo, Shawna. "How Can I Integrate STEM with Music?" In Integrating STEM with Music. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197546772.003.0004.

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This chapter demonstrates each of the sixteen components used in creating an instructional plan for a lesson that integrates STEM with Music. Each component is placed and developed in a particular way to achieve efficiency in the reading and executing of the overall instructional plan. These components consist of Lesson Title, Duration, Lesson Description, Listing Integration of Contents, Cognitive Demand Using Bloom’s Taxonomy, Gardner’s Multiple Intelligences, 21st-Century Skills, Content Standards and Arts Standards: Assessed vs. Addressed, Key Vocabulary, Arts Concepts Based on the Nationa

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Khan, Amar Ali, Manzile Maqsood, and Sajid Umair. "Technology-Infused Balanced Literacy for Enhancing the Reading Skills of Early Grade Children." In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2706-0.ch001.

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English is considered as a universal and global language. It serves as a bridge between different cultures and countries. Owing to its great importance research studies are being carried out across the world in order to find out the best ways of teaching English Language at earlier stages of schooling. One such identified way is balanced literacy. This is a systematic approach towards teaching English not as a subject but as a language. This study was conducted to see the effect of technology infused balanced literacy approach on the learning skills and engagement level of English learners in

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