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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1992
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| Online Access: | https://eric.ed.gov/?id=ED341976 |
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| _version_ | 1867181653895413760 |
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| author | Foertsch, Mary A. |
| author_facet | Foertsch, Mary A. Foertsch, Mary A. |
| collection | Education Resources Information Center |
| contents | Reading In and Out of School: Factors Influencing the Literacy Achievement of American Students in Grades 4, 8, and 12, in 1988 and 1990. Foertsch, Mary A. Family Environment Grade 12 Grade 4 Grade 8 Instructional Effectiveness Intermediate Grades Library Role Reading Achievement Reading Habits Reading Instruction Reading Research Secondary Education Student Characteristics A study focused on the background factors that are most closely related to reading instruction and reading performance, including instructional approaches, reading experiences, home influences, and demographic characteristics. Data for these assessments were collected in the spring of 1988 and 1990 from a nationally representative sample of approximately 13,000 students in 1988 and 25,000 students in 1990 at grades 4, 8, and 12 attending public and private schools. The measurement of achievement included in this study is students' average reading performance on a scale of 0 to 500 that allows for direct comparison across the grades and among subgroups of the population assessed. This scale differs from the National Assessment of Educational Progress (NAEP) reading scale data and are not comparable to the 1988 and 1990 reading results. Major findings of the assessment were: (1) the amount of reading that students do in and out of school was positively related to their reading achievement, yet students report relatively little reading in or out of school; (2) students who reported home environments that fostered reading had higher reading achievement; (3) despite extensive research suggesting that effective reading instruction includes moving from an emphasis on workbooks to combining reading and writing activities, schools were slow to make the transition; (4) students demonstrated difficulty in providing details and arguments to support interpretations of what they read; and (5) frequency of library use in 1990 appeared to decrease as grade level increased. (Twenty-one tables, two figures of data, and a "procedural appendix" are included. A separate data summary of the 1990 assessment, prepared by Eugene Owen, is appended. |
| format | Recurso educativo Open Access |
| id | eric_ED341976 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1992 |
| record_format | eric |
| spellingShingle | Reading In and Out of School: Factors Influencing the Literacy Achievement of American Students in Grades 4, 8, and 12, in 1988 and 1990. Foertsch, Mary A. Family Environment Grade 12 Grade 4 Grade 8 Instructional Effectiveness Intermediate Grades Library Role Reading Achievement Reading Habits Reading Instruction Reading Research Secondary Education Student Characteristics Reading In and Out of School: Factors Influencing the Literacy Achievement of American Students in Grades 4, 8, and 12, in 1988 and 1990. Foertsch, Mary A. Family Environment Grade 12 Grade 4 Grade 8 Instructional Effectiveness Intermediate Grades Library Role Reading Achievement Reading Habits Reading Instruction Reading Research Secondary Education Student Characteristics A study focused on the background factors that are most closely related to reading instruction and reading performance, including instructional approaches, reading experiences, home influences, and demographic characteristics. Data for these assessments were collected in the spring of 1988 and 1990 from a nationally representative sample of approximately 13,000 students in 1988 and 25,000 students in 1990 at grades 4, 8, and 12 attending public and private schools. The measurement of achievement included in this study is students' average reading performance on a scale of 0 to 500 that allows for direct comparison across the grades and among subgroups of the population assessed. This scale differs from the National Assessment of Educational Progress (NAEP) reading scale data and are not comparable to the 1988 and 1990 reading results. Major findings of the assessment were: (1) the amount of reading that students do in and out of school was positively related to their reading achievement, yet students report relatively little reading in or out of school; (2) students who reported home environments that fostered reading had higher reading achievement; (3) despite extensive research suggesting that effective reading instruction includes moving from an emphasis on workbooks to combining reading and writing activities, schools were slow to make the transition; (4) students demonstrated difficulty in providing details and arguments to support interpretations of what they read; and (5) frequency of library use in 1990 appeared to decrease as grade level increased. (Twenty-one tables, two figures of data, and a "procedural appendix" are included. A separate data summary of the 1990 assessment, prepared by Eugene Owen, is appended. |
| title | Reading In and Out of School: Factors Influencing the Literacy Achievement of American Students in Grades 4, 8, and 12, in 1988 and 1990. |
| topic | Family Environment Grade 12 Grade 4 Grade 8 Instructional Effectiveness Intermediate Grades Library Role Reading Achievement Reading Habits Reading Instruction Reading Research Secondary Education Student Characteristics |
| url | https://eric.ed.gov/?id=ED341976 |