Matching Items (3)
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- All Subjects: Mathematics
- All Subjects: Vocabulary--Study and teaching (Elementary)
Description
The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and accountability within American education. States were charged with developing more rigorous systems to specifically address areas such as critical academic skill proficiency, empirically validated instruction and intervention, and overall student performance as measured on annual statewide achievement tests. Educational practice has shown that foundational math ability can be easily assessed through student performance on Curriculum-Based Measurements of Math Computational Fluency (CBM-M). Research on the application of CBM-M's predictive validity across specific academic math abilities as measured by state standardized tests is currently limited. In addition, little research is available on the differential effects of ethnic subgroups and gender in this area. This study investigated the effectiveness of using CBM-M measures to predict achievement on high stakes tests, as well as whether or not there are significant differential effects of ethnic subgroups and gender. Study participants included 358 students across six elementary schools in a large suburban school district in Arizona that utilizes the Response to Intervention (RTI) model. Participants' CBM-M scores from the first through third grade years and their third grade standardized achievement test scores were collected. Pearson product-moment and Spearman correlations were used to determine how well CBM-M scores and specific math skills are related. The predictive validity of CBM-M scores from the third-grade school year was also assessed to determine whether the fall, winter, or spring screening was most related to third-grade high-stakes test scores.
ContributorsGambrel, Thomas J (Author) / Caterino, Linda (Thesis advisor) / Stamm, Jill (Committee member) / DiGangi, Samuel (Committee member) / Arizona State University (Publisher)
Created2014
Description
Learning academic vocabulary is part of the curriculum for elementary students. Many gifted students learn new words easily but do not necessarily feel positive about studying vocabulary at school. They also do not transfer these words to their own writing. This researcher used games in her own fifth-grade classroom to teach vocabulary and measured the use of these words in the students' writing. This study also examined students' attitudes about learning vocabulary through games. This mixed-methods study used quantitative data to study the students' retention of the vocabulary words, their usage of the words in their writing, and their attitude toward playing games to learn vocabulary. The researcher also used qualitative data to measure the students' attitudes toward learning with games. Three different vocabulary games were used and one editing game was used during this 18-week study. Quantitative data from test scores and questionnaire responses were analyzed comparing pre and post responses. Writing samples and word tallies were collected throughout the study. Students learned the definitions of vocabulary words while playing games and retained the meanings after 18 weeks, achieving a mean score on the posttest of 71%. No significant usage of the relevant words in student writing samples was found. Qualitative data from questionnaires and field notes were coded and analyzed. A significant gain was shown in how students felt about studying vocabulary after playing games. This study showed positive results in all areas measured.
ContributorsRagatz, Carolyn Mae (Author) / Carlson, David L. (Thesis advisor) / Gee, Elisabeth (Committee member) / Stamm, Jill (Committee member) / Cash, Richard (Committee member) / Arizona State University (Publisher)
Created2015
Description
This study investigated the link between the cognitive clusters from the Woodcock–Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock–Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension–Knowledge (Gc), Short–Term Memory (Gsm), and Long–term Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual–Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers.
ContributorsBacal, Emily (Author) / Caterino, Linda (Thesis advisor) / Stamm, Jill (Committee member) / Sullivan, Amanda (Committee member) / Arizona State University (Publisher)
Created2010