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Effects of Curriculum within Curriculum-Based Measurement.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Deno, Stanley L. – Exceptional Children, 1992
This study assessed the effects of curriculum on technical features (criterion validity and developmental growth rates) within curriculum-based measurement in reading with 91 elementary level handicapped and nonhandicapped students. Correlations between oral reading samples and reading comprehension as well as developmental growth rates were…
Descriptors: Basal Reading, Child Development, Curriculum, Difficulty Level
Content-Specific and General Reading Disabilities of Secondary-Level Students: Identification and Educational Relevance.
Peer reviewed Peer reviewed
Espin, Christine A.; Deno, Stanley L. – Journal of Special Education, 1993
Analysis of the discrepancy between performance of 121 tenth-grade students in reading aloud from English and science texts resulted in a group of 33 students with general deficits and 6 students with content-specific deficits. Students in the content-specific group benefited more from study of the text than did students in the general deficit…
Descriptors: Content Area Reading, English, Handicap Identification, High Schools
Performance in Reading from Content Area Text as an Indicator of Achievement.
Peer reviewed Peer reviewed
Espin, Christine A.; Deno, Stanley L. – Remedial and Special Education (RASE), 1993
This study examined the validity of a measure of reading proficiency in content areas with 121 grade-10 students. Correlational analyses revealed low-moderate to moderate correlations between reading measures and scores on a classroom study task, grade point average, and achievement test performance. Recommendations are made for implementation…
Descriptors: Academic Achievement, Content Area Reading, Evaluation Methods, High Schools