Topic
Academic achievement
About: Academic achievement is a research topic. Over the lifetime, 69460 publications have been published within this topic receiving 2227289 citations. The topic is also known as: academic performance & educational achievement.
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TL;DR: This paper found that the interaction patterns among parents and children, the amount of literacy events that occur inside the family as well as the values and attitudes towards literacy are mainly responsible for children's later academic achievement.
Abstract: Research on the nature of home literacy experiences point out that such experiences are more embedded in family social events than reading and writing itself. Studies on the social and cultural differences among families indicate that the interaction patterns among parents and children, the amount of literacy events that occur inside the family as well as the values and attitudes towards literacy are mainly responsible for children's later academic achievement. Suggestions are being made on how early childhood setting can build bridges between home and school for achieving the utmost of young children's literacy development.
382 citations
TL;DR: This article showed that conclusions about the impact of learning environments can be substantially affected by the choice of a specific centering option for the individual student ratings, and that the reliability of aggregated student ratings must be routinely assessed before these perceptions are related to outcome variables.
382 citations
TL;DR: The Cognitive Academic Language Learning Approach (CALLA) as mentioned in this paper is designed for limited English proficient students who are being prepared to participate in mainstream content-area instruction in science, mathematics, and social studies.
Abstract: The Cognitive Academic Language Learning Approach (CALLA) is designed for limited English proficient students who are being prepared to participate in mainstream content-area instruction. CALLA provides transitional instruction for upper elementary and secondary students at intermediate and advanced ESL levels. This approach furthers academic language development in English through content-area instruction in science, mathematics, and social studies. In CALLA, students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension and retention of both language skills and concepts in the content areas. This article first discusses the rationale for CALLA and the theoretical background on which the approach is based. This is followed by a description of the three components of CALLA: a curriculum correlated with mainstream content subjects, academic language development activities, and learning strategy instruction. Finally, a lesson plan model integrating these three components is briefly described.
382 citations