Literacy Achievement (literacy + achievement)

Distribution by Scientific Domains


Selected Abstracts


Factors affecting writing achievement: mapping teacher beliefs

ENGLISH IN EDUCATION, Issue 1 2004
Claire Wyatt-Smith
Abstract The intersection of teacher beliefs with writing achievement in schooling is a key concern of this paper. The paper reports part of a two-year Australian study that set out to examine in detail how it is that teachers judge Year 5 students' literacy achievement using writing as the case instance. In what follows, we examine the data in the form of concept maps that the teachers them selves made available showing their beliefs about, and insights into the factors that affect student writing achievement. Drawing on these maps, we highlight the range of teacher-identified factors, including those relating to in-class behaviour, motivation, attitudes to school learning, social and cultural backgrounds, oracy and even life circumstances. Additionally, we address how the identified factors function, operating either as standalone elements or within a dynamic network of inter-relationships. [source]


Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy

JOURNAL OF RESEARCH IN READING, Issue 3 2010
Caroline Henning
Early intervention aims to prevent poor literacy outcomes associated with social disadvantage. This study examined whether the short-term positive effect of a preschool classroom-based oral language and phonological awareness (PA) programme was maintained and transferred to literacy 2 years later. The vocabulary knowledge, grammatical skill, auditory comprehension and reading comprehension of 54 6,7-year-old Australian children who attended school in a low-socioeconomic area were measured. Children's PA abilities were also assessed and are reported elsewhere. There were no significant differences between children who had received intervention in preschool and those who had not, with the entire cohort performing below the average range of the general population. The findings indicated that while generating short-term positive effects, intervention in preschool did not enhance socially disadvantaged children's language and literacy achievement in the long term. [source]


Literacy in the early years: a follow-up study

JOURNAL OF RESEARCH IN READING, Issue 1 2004
Bridie Raban
In one Australian state, a concerted effort has been made to impact the literacy achievement of students during the early years of schooling, especially those students attending primary schools in identified least-advantaged areas. While these initiatives have been successful, their impact has been enhanced by the development of print-enriched play environments during the pre-school years. Data are reported here from the Preschool Literacy Project (PLP) that followed approximately 1000 students, in treatment and control groups, through into their first two years in school. The analysis of residual gain scores identifies the reciprocal relationship between spoken and written language, also the increasing Text Level achievement for students who entered school with enhanced conceptual development in relation to literacy. [source]


Science achievement of english language learners in urban elementary schools: Results of a first-year professional development intervention

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2008
Okhee Lee
Abstract This study is part of a 5-year professional development intervention aimed at improving science and literacy achievement of English language learners (or ELL students) in urban elementary schools within an environment increasingly driven by high-stakes testing and accountability. Specifically, the study examined science achievement at the end of the first-year implementation of the professional development intervention that consisted of curriculum units and teacher workshops. The study involved 1,134 third-grade students at seven treatment schools and 966 third-grade students at eight comparison schools. The results led to three main findings. First, treatment students displayed a statistically significant increase in science achievement. Second, there was no statistically significant difference in achievement gains between students at English to Speakers of Other Language (ESOL) levels 1 to 4 and students who had exited from ESOL or never been in ESOL. Similarly, there was no significant difference in achievement gains between students who had been retained on the basis of statewide reading test scores and students who had never been retained. Third, treatment students showed a higher score on a statewide mathematics test, particularly on the measurement strand emphasized in the intervention, than comparison students. The results indicate that through our professional development intervention, ELL students and others in the intervention learned to think and reason scientifically while also performing well on high-stakes testing. 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 31,52, 2008 [source]