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Using Letter-Naming Speed to Diagnose Reading Disability.
Peer reviewed Peer reviewed
Carver, Ronald P. – Remedial and Special Education (RASE), 1991
This study, involving 47 students in grades 2-10, investigated letter-naming speed to determine whether it measures cognitive speed, a theoretical factor that purportedly influences reading rate. It was determined that cognitive speed and cognitive power are two independent factors and that letter-naming speed can be used to measure cognitive…
Descriptors: Cognitive Processes, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods
A Comparison of Teacher-, Peer-, and Self-Monitoring with Curriculum-Based Measurement in Reading among Students with Learning Disabilities.
Peer reviewed Peer reviewed
McCurdy, Barry L.; Shapiro, Edward S. – Journal of Special Education, 1992
Four methods of monitoring oral reading rate progress were compared, with 48 elementary age students with learning disabilities. Although no significant differences were found among conditions, results suggest that self- or peer monitoring can be employed (with accuracy of measurement equal to that of teacher monitoring) as an efficient method of…
Descriptors: Elementary Education, Evaluation Methods, Learning Disabilities, Oral Reading
Curriculum-Based Measurement and Developmental Reading Models: Opportunities for Cross-Validation.
Peer reviewed Peer reviewed
Potter, Margaret L.; Wamre, Heidi M. – Exceptional Children, 1990
The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…
Descriptors: Developmental Stages, Elementary Secondary Education, Evaluation Methods, Models