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Estimating Reading Growth Using Intermittent CBM Progress Monitoring
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Jenkins, Joseph R.; Graff, J. Jason; Miglioretti, Diana L. – Exceptional Children, 2009
This study addressed three basic questions involving the amount of measurement needed to obtain valid estimates of reading growth. Participants were 41 students with learning disabilities from Grades 3 to 8, monitored across 10 weeks using curriculum-based measurement (CBM) of words read correctly (WRC). We compared growth slopes based on…
Descriptors: Curriculum Based Assessment, Learning Disabilities, Achievement Gains, Reading Achievement
Improving Reading Comprehension and Oral Reading: Generalization across Behaviors, Settings, and Time.
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Jenkins, Joseph R.; And Others – Journal of Learning Disabilities, 1978
Daily measures of reading comprehension were obtained for three learning disabled fourth and fifth grade boys in two settings--their regular classrooms and a special remedial setting. (Author)
Descriptors: Elementary Education, Exceptional Child Research, Intermediate Grades, Learning Disabilities
Improving Reading Comprehension by Using Paragraph Restatements.
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Jenkins, Joseph R.; And Others – Exceptional Children, 1987
Elementary learning disabled students (N=32) were assigned to a control group or to an experimental group trained to use a comprehension monitoring strategy wherein important paragraph ideas were restated as they read. Restatement training improved comprehension not only under conditions matching the training task, but also those demanding…
Descriptors: Elementary Education, Learning Disabilities, Paragraphs, Reading Comprehension
Measuring Gains in Reading Ability with Passage Reading Fluency
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Jenkins, Joseph R.; Zumeta, Rebecca; Dupree, Opio; Kent Johnson – Learning Disabilities Research & Practice, 2005
This study examined several aspects of Passage Reading Fluency (PRF) including performance variability across passages alternative designs for measuring PRF gain, and effects on PRF level from retesting with the same passages. Participants were 33 students from grades 2 to 10 attending a school for students with learning disabilities. PRF was…
Descriptors: Grade 2, Reading Ability, Reading Fluency, Learning Disabilities
Evaluating Error-Correction Procedures for Oral Reading.
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Jenkins, Joseph R.; Larson, Kathy – Journal of Special Education, 1979
Results of the study involving five learning disabled junior high students indicated that some form of error correction tended to be significantly superior to no correction at all, but that many correction procedures appeared to produce rather small effects on word recognition. (DLS)
Descriptors: Exceptional Child Research, Junior High Schools, Learning Disabilities, Oral Reading
Timing and Intensity of Tutoring: A Closer Look at the Conditions for Effective Early Literacy Tutoring.
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Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A.; Jenkins, Joseph R. – Learning Disabilities: Research & Practice, 2002
A study compared students at risk for reading disabilities who were provided phonics-based instruction in first grade (n=13), students tutored in comprehension skills in second grade (n=10), and students tutored in both grades (n=26). Students tutored only in first grade performed better than those also tutored in second grade. (Contains…
Descriptors: High Risk Students, Instructional Effectiveness, Phonics, Primary Education
Improving the Generalization of Sound-Symbol Knowledge: Teaching Spelling to Kindergarten Children with Disabilities.
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O'Connor, Rollanda E.; Jenkins, Joseph R. – Journal of Special Education, 1995
This study tested whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction, with five matched pairs of kindergarten children with developmental delays. Spelling and word reading performance significantly improved for the experimental…
Descriptors: Beginning Reading, Decoding (Reading), Developmental Delays, Generalization