The article discusses the assumptions of the use of bibliotherapy elements when solving social and pedagogical adolescent problems. The research shows that students, who are defined as having no reading motivation, identify reading with a possibility to empathize with the main protagonist and relate it with development of imagination, rhetoric and other skills necessary for successful socialization. According to the theoretical assumptions of reading strategy usage and qualitative research result analysis it brings us to conclusion that pedagogues could apply bibliotherapy elements as a means to solve emotional, socio-pedagogical problems, to form person’s attitude towards himself and the world surrounding him.

Background, purpose. The current study examined the predictability of oral reading fluency on a state’s measure of adequate yearly progress in the area of reading comprehension in grades three, four and five. Material and methods. A hierarchical regression analysis was utilized in order to assess the relative impact of oral reading fluency, ethnicity, socioeconomic status and gender within the regression model. Data from 1044 students in 22 schools were collected and analyzed in an effort to answer the research questions posed. Results, conclusions. The results of the study corroborated earlier research indicating the robust nature of oral reading fluency in predicting reading comprehension on high stakes tests. As such, the results suggest oral reading fluency remains a powerful and parsimonious method to monitor individual student achievement within general or remedial reading programs and within Response to Intervention processes. The contribution of ethnicity within the hierarchical regression model was statistically significant across all grades, while socioeconomic status was significant in third and fifth grades. Socioeconomic status did not significantly contribute to the model in grade 4 after ethnicity was added to the analysis. The role of gender was minimal in grades three and five, while the impact was statistically significant in fourth grade (i.e., girls scoring significantly higher on the criterion or outcome measure). Finally, the results suggested separate regression models may be necessary to adequately describe the differences between the ethnic subgroups within this study.

With continued emphasis on accountability and student achievement scores, schools are finding ways to address the gaps between males and females. One means of addressing this gender gap is through the use of single gender classrooms. Previous literature reports data indicating the improvement of achievement scores for boys. Limited research is available indicating the impact of single gender classrooms on girls’ academic achievement. The comparison of scores from male and female single gender classrooms and traditional classrooms needs to be analyzed to identify if improvement in scores is equal for both boys and girls who are learning in single gender classrooms. Purpose. The purpose of this research study was to provide information about gender specific classrooms by presenting data collected at a Midwestern elementary school. Material and methods. Archival data was obtained on gender specific classrooms and was entered into a data recording form. Results. Math scores for females in the gender specific classroom were higher than scores from females in the traditional classroom. Additionally, females in the gender specific classroom scored higher than males in both gender specific or traditional classrooms. However, the results also suggest that traditional classrooms are more suited to increase reading achievement than gender specific classrooms. Conclusion. The results from this study indicate that gender specific classrooms can be used to improve achievement.