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Direct linkReschly, Amy L.; Busch, Todd W.; Betts, Joseph; Deno, Stanley L.; Long, Jeffrey D. – Journal of School Psychology, 2009
This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1-6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Achievement, Standardized Tests
Deno, Stanley L.; Reschly, Amy L.; Lembke, Erica S.; Magnusson, Deanne; Callender, Stacy A.; Windram, Holly; Stachel, Nancy – Psychology in the Schools, 2009
This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school-wide Response to Intervention (RtI) model. University personnel worked with teachers and administration at an urban elementary school to develop and implement the model in response to a…
Descriptors: Curriculum Based Assessment, Oral Reading, Scoring, Educational Change
Peer reviewedFuchs, 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
Peer reviewedEspin, Christine A.; Deno, Stanley L. – Education and Treatment of Children, 1989
The study with eight learning-disabled elementary grade students found modeling a more effective feedback strategy than prompting on subjects' sight word reading performance. Differences were generally maintained at one-month and three-month follow-up. (Author/DB)
Descriptors: Elementary Education, Feedback, Instructional Effectiveness, Learning Disabilities
Peer reviewedDeno, Stanley L.; Markell, Marc A. – Journal of Special Education, 1997
Comparison of the ability of 40 third graders (none receiving special education services) to read aloud at varying difficulty levels and to comprehend material read found that large (but not small) improvements in reading aloud were indicative of improved performance on traditional comprehension tasks. Results suggest use of criterion levels of…
Descriptors: Correlation, Grade 3, Oral Reading, Primary Education
Peer reviewedJenkins, Joseph R.; Fuchs, Lynn S.; van den Broek, Paul; Espin, Christine; Deno, Stanley L. – Learning Disabilities: Research & Practice, 2003
Twenty-four students with reading difficulties (grade 4) and 85 skilled readers completed a reading comprehension test, read aloud a folktale, and read aloud a list of the folktale's words. Skilled readers read three times more correct words per minute in context and showed higher accuracy and rates on all measures. (Contains references.)…
Descriptors: Context Clues, Context Effect, Elementary Education, Grade 4
Peer reviewedEspin, 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
Wiley, Hilda Ives; Deno, Stanley L. – Remedial & Special Education, 2005
Curriculum-based measurement (CBM) of oral reading has been used to aid in identifying students who are at risk for failing the reading portion of their spring state standards tests. The purpose of this study is to determine whether adding a maze reading measure would aid in predicting the performance of students who are English learners (ELs).…
Descriptors: Program Effectiveness, High Risk Students, Second Language Learning, Grade 5
Peer reviewedEspin, 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
Download full textMirkin, Phyllis K.; Deno, Stanley L. – 1980
The effects of two components of formative evaluation, frequency of measurement and use of data, were compared. Fifty-two learning disabled and educable mentally retarded students in grades 2-6, enrolled in regular class programs and receiving reading instruction in a special education resource room, were randomly assigned to either (1) a…
Descriptors: Basal Reading, Elementary Education, Evaluation Methods, Formative Evaluation
