background and purpose: study skills is one important factor influencing academic achievement of students . we must replace ineffective models and habits of study with more fruitful skills in order to gain better learning. this study investigates the study skills and habits of medical students and their educational achievement. methods: based on a pilot study the sample size was estimates as 40...

BACKGROUND AND OBJECTIVES Poor school outcomes for children in out-of-home placement (OHP) raise concerns about the adequacy of child welfare and educational policy for this vulnerable population. We analyzed the relation between OHP and academic achievement, focusing on reading and math achievement in grades 3 through 8. METHODS Linked administrative data were used for our analytic sample co...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129 students in first through sixth grade in an urban...

This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as...

This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first second languages (L1 L2, respectively)—either Kazakh or Russian as L1 L2—and English a foreign language (L3). It also examines influence RSs on learners’ performance comprehension tests three languages. The test results showed significant differences L1, L3.The for achievement were genera...

Questionnaire Data from the PIRLS 2006 study in Italy provided a number of indices in order to summarize factors of educational context influencing reading achievement. The aim of the present secondary study is to explore the relationship between these indices at school as well as pupil levels and the Rasch-scaled score for overall reading achievement. A multilevel analysis was conducted using ...