000			02055 a2200325 4500
001			1138866792
005			20250317100353.0
008			250312042018GB eng
020			_a9781138866799
037			_bTaylor & Francis _cGBP 42.99 _fBB
040			_a01
041			_aeng
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072	7		_aEDU000000 _2bisac
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100	1		_aRonald P. Carver
245	1	0	_aCauses of High and Low Reading Achievement
250			_a1
260			_aOxford _bRoutledge _c20180823
300			_a456 p
520			_bThis book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An attempt is made to answer the following questions: what can educators do to increase reading achievement, and what is beyond their influence? The author is directly concerned with achievement associated with normal or typical reading. The focus of the book is on things teachers can do during an entire school year that are likely to improve the reading level and reading rate of students, which in turn, will increase their reading achievement. This effort to specify the most important causes of high and low reading achievement represents an integration of two disciplines of scientific psychology--experimental psychology and psychometrics. A glossary at the end of the book contains definitions of terms and concepts. Helpful appendices explain rauding theory, the three laws of rauding theory, and the equations that can be used to predict the accuracy of reading comprehension, provide conversions among units of rauding rate, and list the numbered equations presented in the book.
999			_c371 _d371