For instance, the Craig, Thompson, Washington, and Potter (2004) evaluated the performance of 65 African American second through fifth graders on the Gray Oral Reading Test (GORT); although most of the students used AAVE features in their oral language, the younger participants used AAVE more frequently than the older children. The research team found that children using AAVE have decreased accuracy and reading rate but no deficits in comprehension (Craig, Thompson, Washington, & Potter, 2004). As a result, although they are able to comprehend the testing material, African American children often do poorly on standardized tests due to the dialectal differences. However, many teachers and schools use a child’s performance on standardized tests to evaluate their development and identify learning disorders, and many African American children are often determined to have a learning disability although their poor performance on standardized tests are a result of their dialect. Conversely, a similar study evaluated 217 African American kindergarten through second graders on their familiarity with SAE instead of their use of AAVE.
Thus it can be said that formative assessment supports the expectation that all children can learn to high levels and poor performance students who has the lack of ability and therefore become discouraged and unwilling can benefit from it. While feedback generally originates from a teacher, learners are also supposed to play an important role in formative assessment through self-evaluation. Two experimental research studies have shown that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work show greater improvement than those who do not (Fontana and Fernandes, 1994). Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains
The aim of this study was to utilize flipped classroom and evaluate its effect on students’ performance and attitude. Result of this study was, group of students who were taught using flipped classroom got a good performance on their final examination compare to group of students who were taught using traditional lecture in the previous year and the students had a good opinion regarding POGIL activity and flipped classroom. Another study were conducted by Missildine et al I 2013. The title of the study is Flipping the classroom to improve student performance and satisfaction. This study revealed The students performance which reflected by their examination score were higher in the flipped classroom than other methods, but students were less satisfied with the innovative teaching method than with either of other method.
In an experiment conducted by Jennifer Steele from the American University, Students assigned of the former are said to outperform their monolingual peers by 10 percent in reading comprehension. Steele also adds that it is not reading but also in subjects like math or science. She explains the improvement from “metalingustic awareness” or how learning more than one language increases awareness in how languages work overall. Another explanation comes from Gigi Luk from Harvard. From an experiment she conducted on 100 fourth grade students in Massachusetts, test results from a reading test differed from language experiences It was concluded that those whose native language was not English actually scored higher.
Girls are likely to show confidence and enjoyment in their writing abilities, which may increase their attainment in schools. Girls also tend to build stronger relationships with teachers, gain class nobilities and progress towards higher education (Duckworth & Seligman 2006). These are shown to be influential factors towards outperforming in schools. Conversely, boys’ academic ‘underachieving’ may be due to misbehaviour in schools, as evidence implies boys are one and-a-half times more likely than girls to experience grade retention, teaching assistance services, exclusion and school dropouts (Entwisle et al 2007). It is also suggested boys are less motivated to learn and have difficulties focusing and paying attention in school, some even may become overly optimistic about their academic ability which results in lack of effort (Long et al 2011).
PHONOLOGICAL AWARENESS SKILLS OF CHILDREN WITH COCHLEAR IMPLANT Shivraj L Bhimte : Shrikrushna Gawande Introduction : Earliest study in children with hearing impairment reported that, the average high school graduate who was deaf demonstrated a third-to-fourth grade reading level (Furth, 1966; Krose, Lotz, Puffer, & Osberger, 1986). Due to technological advancement recent studies now consistently report that, as a group, school-age children with Cochlear implant demonstrate reading comprehension scores that are near or within the average range compared with their hearing peers (i.e. within 1.5 standard deviations of the mean of their normal-hearing peers; Des Jardin, Ambrose, & Eisenberg, 2008; Geers & Hyes, 2011; Johnson & Goswami, 2010;
Students in small classes perform better and will lead them to achieve better academic success. One of a noticeable experiment and well-designed research done on the class size reduction was the Tennessee study “The Student-Teacher Achievement Ratio, known as Project Star”. It was a remarkable research because students of kindergarten level were enrolled in three different classes, a small class of 13 to 17 children, a normal sized class of 22 to 26 children and a normal-sized class with both a teacher and full-time teacher’s assistant. The students remained in the classes they were assigned until they reached third grade. (Ehrenberg, 2001).
(2013) estimate correlations between teacher observables and students' lagged scores, within school-grade-year cells. Both papers find evidence for some sorts of matching. Dieterle et al. (2013) distinguish between tracking and matching, as I do, and investigate the sensitivity of different value-added model specifications to these types of nonrandom classroom
The study reveals that individuals who studied Spanish in high school typically display better knowledge of the language at 15 years since the completion of the Spanish course than at 3, 5 or 10 years since completion. Another disputed theory is that of motivated forgetting. This theory suggests that, at times, people are consciously or unconsciously motivated to forget unpleasant, embarrassing, anxiety-arousing memories (Passer, et
Minority language students tend to perform more poorly in school than majority language peers, probably because of limited proficiency in the primary language of instruction (August & Shanahan, 2006; Kieffer, 2008). This limited proficiency can undermine students’ ability to complete school tasks (Keuhn, 1996; Vang, 2005), including science and math (Miller & Scheller, 2010). Children whose home language is the same as the school language, on the other hand, are able to transfer discussions between the two settings more easily, which could support the completion of homework and other school tasks (Hong & You, 2012). Children who hear a different language at home than the one used at school have a wide variety of possible language trajectories (Hoff,
When the location and property value influence the allocation of the school fund, it is clear that students living in neighborhoods with least property values will be denied access to the quality of education offered to students living in communities with greater property values. As a result, we had in 2011 nearly half (48.1%) of all Dane County’s Black third graders failed to meet proficiency standards in reading, compared to 10.9% of White third graders. In other words, Dane County Black third graders were 4.4 times more likely NOT to be proficient in reading than their White peers. In other words, because of this large difference between rich and poor property taxes payment, rich communities receive more school funding and give great opportunities to their children to have higher quality education than poor communities. In “School funding inequality makes education separate and unequal”, Klein Rebecca (2015)