Sentence examples for attainment reading from inspiring English sources

Nine hundred and eighty children (from 17 experimental and 21 control classes) were assessed and compared for attainment (reading and mathematics), motivation for group working and behavioural/communicative actions.

Recent John Carrol University graduate Rob Pitingolo was interested in finding out the "educational attainment density" (read: number of college degree-holders) in American cities.

Although a general association between these affective factors and reading attainment has been found in prior research, the influences of these factors on reading attainment may vary in different cultures (e.g., the Western and Eastern cultures).

Home and school environments also had significant influences on students' reading attainment.

In line with this distinction, intrinsic motivation and extrinsic motivation have different associations with reading attainment.

Results of the analyses showed that students' reading attainment was associated with their reading attitudes, reading motivations, and reading self-concepts.

The robust evidence gathered in international surveys of students' reading attainment offers an opportunity for this omission to be redressed.

Future studies may need to examine the relative contributions of affective, cognitive, and contextual factors to reading attainment.

Moreover, longitudinal studies are needed to investigate the possible causal relationship between the affective factors and reading attainment.

Many large-scale research studies have examined the impact on student reading attainment of affective factors such as student attitudes towards reading and of home and environmental variables.

Due to administration restrictions, information on the reliability of the PIRLS 2011 reading attainment test is not available for reporting here.