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The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management, adequate pacing, and a strong focus on language competencies were related to a less pronounced increase of girls' advantage in reading achievement during Grade 9. High levels of teacher support and focus on language competencies were related to smaller gender differences in enjoyment of reading at the beginning of Grade 9, though not associated with change of these differences over the school year. Our findings suggest that high teaching quality is not only related to higher reading achievement and reading enjoyment in classrooms as a whole, but may also help to mitigate the increase of gender gaps in reading achievement and motivation commonly observed in secondary school.

\"Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play an active role in nurturing a culture of collaboration and promoting student achievement. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home-school partnerships, and much more. User-friendly features include case examples, guiding questions, and engagement activities in each chapter\"-- Provided by publisher.

In this study, the reading and writing performance of students with learning disabilities were compared to those of students with low and high reading achievement, and the distribution of achievement levels was examined. The study employed a correlational survey design, one of the quantitative research methods. Participants included 24 third- and fourth-grade students diagnosed with learning disabilities, along with 23 students demonstrating low reading achievement and 24 students demonstrating high reading achievement from the same classrooms as the students with learning disabilities. Measurements were conducted for variables including reading fluency, reading accuracy, reading comprehension, spelling, writing productivity, and content quality. The assessments utilized four tests from the Literacy Assessment Battery (Passage Reading Fluency Test, Passage Comprehension Test, Spelling Test, and Written Expression Test). The analysis revealed significant differences among the groups for all examined variables. Post-hoc test results indicated significant differences among all groups for reading fluency. For other variables, the learning disabilities and low reading achievement groups scored significantly lower than the high reading achievement group. However, no significant differences were found between the learning disabilities and low reading achievement groups. When group differences were analyzed based on z-scores, the gap between the learning disabilities group and the high reading achievement group ranged from 1 to 2 standard deviations across all variables. An analysis of the distribution of achievement levels showed that students in the learning disabilities and low reading achievement groups typically fell within very low and low levels for reading fluency and reading comprehension, while those in the high reading achievement group were mostly at moderate and high levels. For reading accuracy, the learning disabilities and low reading achievement groups were predominantly at the frustration level, whereas the high reading achievement group was at the independent level. Although the distribution patterns for spelling were less distinct than those for reading skills, students in the learning disabilities and low reading achievement groups tended to cluster at low and very low levels for writing productivity and content quality. In contrast, students in the high reading achievement group was predominantly at high levels. The findings were discussed in relation to previous research, and several recommendations were provided for future studies and practice. Bu araştırmada öğrenme güçlüğü olan öğrenciler ile düşük ve yüksek okuma başarısı gösteren öğrencilerin okuma ve yazma performansları karşılaştırılmış ve başarı düzeylerindeki dağılımları incelenmiştir. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin kullanıldığı araştırmaya üçüncü ve dördüncüsü sınıf düzeyindeki öğrenme güçlüğü tanısı olan 24 öğrenci ile bu öğrencilerle aynı sınıfa devam eden 23 düşük okuma başarısı gösteren ve 24 yüksek okuma başarısı gösteren öğrenci dahil edilmiştir. Araştırma kapsamında okuma hızı, okuma doğruluğu, okuduğunu anlama, dikte, yazılı ifade sözcük üretimi ve yazılı ifade içerik kalitesi değişkenlerine ilişkin ölçümler gerçekleştirilmiştir. Yapılan ölçümlerde Okuma Yazma Değerlendirme Bataryası’nın dört testi (Metin Okuma Testi, Metin Anlama Testi, Dikte Testi ve Metin Yazma Testi) kullanılmıştır. Analizler sonucunda incelenen değişkenlerin tümünde gruplar arasında anlamlı farklılıklar bulunmuştur. Post-Hoc testi sonuçlarına göre, okuma hızı değişkeninde tüm gruplar arasında anlamlı farklılıklar olduğu, diğer değişkenlerde öğrenme güçlüğü ve düşük okuma başarısı gruplarının yüksek okuma başarısı grubundan anlamlı olarak daha düşük puanlar aldıkları, buna karşın öğrenme güçlüğü ve düşük okuma başarısı grupları arasında anlamlı bir fark olmadığı gözlenmiştir. Gruplar arası farklılıklar z puanlarına göre incelendiğinde ise özellikle öğrenme güçlüğü ile yüksek okuma başarısı grupları arasındaki farkın tüm değişkenlerde 1-2 standart sapma arasında olduğu belirlenmiştir. Başarı düzeylerine göre dağılımlar incelendiğinde okuma hızı ve okuduğunu anlama becerilerinde öğrenme güçlüğü ve düşük okuma başarısı gruplarının genellikle çok düşük ve düşük düzeyde, yüksek okuma başarısı grubunun ise orta ve yüksek düzeyde yer aldığı belirlenmiştir. Okuma doğruluğunda ise öğrenme güçlüğü ve düşük okuma başarısı gruplarının daha çok endişe düzeyinde, yüksek okuma başarısı grubunun ise bağımsız düzeyde olduğu gözlenmiştir. Diktede ise dağılımlar okuma becerilerindeki kadar belirgin olmasa da yazılı ifade sözcük üretimi ve yazılı ifade içerik kalitesinde öğrenme güçlüğü ve düşük okuma başarısı gruplarının düşük ve çok düşük düzeyde, yüksek okuma başarısı grubunun ise yüksek düzeyde yoğunlaştığı görülmüştür. Sonuçlar daha önce yapılan araştırmalar çerçevesinde tartışılmış, ileriki araştırmalara ve uygulamalara yönelik çeşitli önerilerde bulunulmuştur.

The relation between reading and mathematics achievement is an active area of research, and evidence in the extant literature suggests they are closely related. However, there is a lack of understanding about how their relation develops over time. Indeed, traditional longitudinal analyses have focused on investigating each domain independently, which misses the opportunity to examine important relations between the two simultaneously as they change over time. Thus, in this study we investigate the joint development of reading and mathematics achievement and the association between their longitudinal trajectories modeled as piecewise linear phenomena using a Bayesian inference approach. We used a random sample (n = 1000) from the Early Childhood Longitudinal Study, Kindergarten class, which followed a cohort of children from kindergarten through middle school, where 49% were male and 76% were in public schools. The findings showed that both educational domains were positively associated along their piecewise linear trajectories, however, the magnitude of association decreased over time. Moreover, a focus on distinct developmental phases highlighted the reciprocal relation between reading and mathematics.

Study objectives were to clarify children’s gender-based implicit and explicit mathematics and reading stereotypes, and to determine if implicit and explicit measures were related or represented distinct constructs. One hundred and fifty-six boys and girls (mean age 11.3 years) from six elementary schools completed math or reading stereotype measures. Results for the implicit measures showed that children believed their own gender was superior in mathematics ability, and that girls but not boys believed that girls were better in reading. Explicit measures revealed that girls but not boys believed they were superior at math, and that girls and boys believed girls were better readers than boys. Implicit and explicit measures were not related. Results are discussed in relation to previous studies on children’s mathematics and reading gender stereotypes and large scale tests of mathematics and reading achievement. Educational and research implications are discussed.

Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers’ knowledge and effectiveness in teaching phonics and the extent that it improved students’ achievement in reading and spelling. Teachers in urban, lower SES schools completed a 45 h course followed by 90 h of in-school training. Mentors (N = 29) worked with kindergarten, 1st, 2nd, and 3rd grade teachers (N = 69) twice a week for 30 weeks during the year. Each visit included a 45 min prep period plus 45 min of modeling and feedback in the classroom. Mentors taught teachers how to provide systematic phonics instruction to their students (N = 1,336). Monthly ratings by mentors revealed that teachers improved their phonics teaching skills with many reaching the highest ratings by May. Teachers who were non-native speakers of English took a bit longer to learn the English sound system for letters, mainly because they lacked sufficient knowledge of English sounds and had to learn them. Given the increasing diversity of the teacher work force, future research is needed to study this difficulty, its solution, and impact on students. Teachers’ agreement with principles of phonics instruction remained strong or increased from fall to spring. Students’ reading and spelling skills showed large gains during the year and far exceeded effect sizes from comparable data sources. Students met grade-level expectations at the end of kindergarten and first grade but fell short in second and third grades. General education students outperformed bilingual/ELL and special needs students although all subgroups made large gains. Findings reveal the effectiveness of an intensive mentoring model of professional development applied to a subject that is difficult to teach and to a student population known for lower reading achievement. Findings point to the need for better pre-service teacher preparation coupled with appropriate curricula and PD from districts in order to improve students’ reading achievement.

This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.

As the COVID-19 pandemic upended the 2019–2020 school year, education systems scrambled to meet the needs of students and families with little available data on how school closures may impact learning. In this study, we produced a series of projections of COVID-19-related learning loss based on (a) estimates from absenteeism literature and (b) analyses of summer learning patterns of 5 million students. Under our projections, returning students are expected to start fall 2020 with approximately 63 to 68% of the learning gains in reading and 37 to 50% of the learning gains in mathematics relative to a typical school year. However, we project that losing ground during the school closures was not universal, with the top third of students potentially making gains in reading.

The steady increase in immigration in the United States over the past few decades has focused attention on the necessity for school districts to provide English language services in order for children with diverse language backgrounds to participate fully in public education. In this study, we utilize a large state-representative sample of elementary-aged students from culturally diverse backgrounds to examine gaps in the reading achievement of English learners versus their native English-speaking peers. Our inquiry examines the theoretical importance of micro–macro linkages to assess the relative impacts of school contexts and ethnic/cultural backgrounds on students’ reading achievement.