An Investigation of Relations among Academic Enablers and Reading Outcomes

Autor/inn/en	Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick
Titel	An Investigation of Relations among Academic Enablers and Reading Outcomes
Quelle	In: Psychology in the Schools, 52 (2015) 4, S.379-389 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21830
Schlagwörter	Reading Achievement; Reading Tests; Outcomes of Education; Achievement Need; Interpersonal Competence; Learner Engagement; Student Motivation; Study Skills; Grade 3; Grade 4; Grade 5; Elementary School Students; Elementary School Teachers; Student Evaluation; Reading Skills; Grading; Rating Scales; Standardized Tests; Scores; Performance Factors + Suchen Sie Ihr Suchwort? Leseleistung; Lesetest; Lernleistung; Schulerfolg; Interpersonale Kompetenz; Schulische Motivation; Studientechnik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Reading skill; Lesefertigkeit; Notengebung; Rating-Skala; Standadised tests; Standardisierter Test; Leistungsindikator
Abstract	The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-, fourth-, and fifth-grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01