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What Works Clearinghouse Rating
Download full textWhat Works Clearinghouse, 2017
"Success for All" ("SFA"®) is a whole-school reform model (that is, a model that integrates curriculum, school culture, family, and community supports) for students in prekindergarten through grade 8. "SFA"® includes a literacy program, quarterly assessments of student learning, a social-emotional development program,…
Descriptors: Educational Change, Literacy Education, Educational Research, Elementary Education
Direct linkPetscher, Yaacov; Quinn, Jamie M.; Wagner, Richard K. – Developmental Psychology, 2016
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel…
Descriptors: Individual Development, Correlation, Longitudinal Studies, Oral Reading
Hosp, John L.; Suchey, Nicole – School Psychology Review, 2014
Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…
Descriptors: Reading Fluency, Reading Comprehension, Reading Tests, Reading Ability
Petscher, Yaacov; Kim, Young-Suk; Foorman, Barbara R. – Assessment for Effective Intervention, 2011
As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in…
Descriptors: Reading Comprehension, Learning Problems, Intervention, Reading Fluency
Peer reviewedScruggs, Thomas E.; And Others – Elementary School Journal, 1985
Reports an investigation of 31 elementary school students' strategies in answering reading questions from the Stanford Achievement Tests. Results demonstrated that students do employ specific strategies and suggested that test results can be improved by teaching students to attend to all distractors, refer to the reading passage, answer all…
Descriptors: Elementary Education, Elementary School Students, Interviews, Oral Reading
Hamilton, Chad; Shinn, Mark R. – School Psychology Review, 2003
Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of their argument is their experience with word callers, students who purportedly can read fluently, but do not understand what they read. No studies have…
Descriptors: Reading Comprehension, Curriculum Based Assessment, Oral Reading, Reading Achievement
