Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read below the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge for more than 35 years. In this article, we report on the pro...

Reading difficulties are common and are associated with poor long-term academic achievement. Evaluation of a child's developmental, educational, and family histories in conjunction with standardized screening tests (e.g., Ages and Stages Questionnaires, Parents' Evaluation of Developmental Status, Safety Word Inventory and Literacy Screener) can increase recognition of risk factors for reading ...

Title of Document: THE EFFECTS OF CONSTRUCTS OF MOTIVATION THAT AFFIRM AND UNDERMINE READING ACHIEVEMENT INSIDE AND OUTSIDE OF SCHOOL ON MIDDLE SCHOOL STUDENTS’ READING ACHIEVEMENT Cassandra Shular Coddington, Ph.D., 2009 Directed By: Professor Allan Wigfield, Department of Human Development The purpose of this study was to examine whether motivation for reading was multidimensional in two resp...

Academic self-efficacy has been positively related to academic achievement in previous studies with middle school, high school, and undergraduate students. This small-scale study investigated the relationship between student reading self-efficacy and student reading achievement with second grade students in central Montana. Participating students completed a Reading Self-Efficacy Questionnaire ...

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students' third-grade behavioral engagement on students' third-grade reading achievement (n = 1,364) and also examined the extent to which students' third-grade behavioral engagement mediated the association between classroom quality and children's reading...

The present study sought to investigate the evidence for cross-linguistic transfer in a partial English immersion and non-immersion educational setting. To this end, a total of 145 first, third and fifth graders in a partial English immersion program and 95 students from the same grade levels in a non-immersion program were chosen. Six different English and Persian tests were administered: the ...

Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and m...

One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of...

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency, and Reading Comprehension) in a nationally representative scho...

Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic self-concept and achievement in other domains. This paper aimed to rigorously test reciprocal effects between reading self...