U. S. Fourth Graders' Informational Text Comprehension: Indicators from NAEP
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| Title: | U. S. Fourth Graders' Informational Text Comprehension: Indicators from NAEP |
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| Language: | English |
| Authors: | Schugar, Heather R., Dreher, Miriam Jean |
| Source: | International Electronic Journal of Elementary Education. Mar 2017 9(3):523-552. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students, Grade 4, Reading Comprehension, Educational Indicators, National Competency Tests, Hierarchical Linear Modeling, Recreational Reading, Content Area Reading, Interdisciplinary Approach, Reading Motivation, Eligibility, Lunch Programs, Classroom Communication, Correlation, At Risk Students, Achievement Gap, Socioeconomic Status, Reading Achievement, Poverty, Componential Analysis |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| ISSN: | 1307-9298 |
| Abstract: | This study is a secondary analysis of reading data collected from over 165,000 fourth graders as part of the U.S. National Assessment of Educational Progress. Using hierarchical linear modelling, the authors investigated factors associated with students' informational text comprehension, including out-of-school reading engagement, and in-school measures of cross-curricular reading, discussion about reading, and reading-related activities (e.g., book reports, projects). In addition, this study examined the interactions between these factors, informational text comprehension, and students' eligibility for Free and Reduced Priced Meals (FARMS). There were positive associations between students' informational text comprehension and their reading engagement, cross-curricular reading, and discussion about reading. However, reading-related experiences were associated with lower than expected scores. In addition, out-of-school reading engagement and in-school reading experiences may not be associated with informational reading comprehension to the same degree for the most at-risk U.S. students, as most results differed in strength of association for FARMS-eligible students. |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2017 |
| Accession Number: | EJ1134190 |
| Database: | ERIC |
| Abstract: | This study is a secondary analysis of reading data collected from over 165,000 fourth graders as part of the U.S. National Assessment of Educational Progress. Using hierarchical linear modelling, the authors investigated factors associated with students' informational text comprehension, including out-of-school reading engagement, and in-school measures of cross-curricular reading, discussion about reading, and reading-related activities (e.g., book reports, projects). In addition, this study examined the interactions between these factors, informational text comprehension, and students' eligibility for Free and Reduced Priced Meals (FARMS). There were positive associations between students' informational text comprehension and their reading engagement, cross-curricular reading, and discussion about reading. However, reading-related experiences were associated with lower than expected scores. In addition, out-of-school reading engagement and in-school reading experiences may not be associated with informational reading comprehension to the same degree for the most at-risk U.S. students, as most results differed in strength of association for FARMS-eligible students. |
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| ISSN: | 1307-9298 |
