Classrooms are unique and complex work settings in which teachers and students both participate in and contribute to classroom processes. This article describes the measurement phase of a study that examined the social ecology of urban classrooms. Informed by the dimensions and items of an established measure of organizational climate, we designed…

The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in…

The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word…

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary), and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…

The purposes of this study were to develop a culture specific critical thinking ability test for 6, 7, and 8. grade students in Turkey and to use it as an assessment instrument for giftedness. For these purposes, item pool involving 22 items was formed by writing items focusing on the current and common events presented in (Turkish) media from…

Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary) and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of…

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading…

This study explored the association between reading self-belief and reading achievement among a representative sample of nine year old children in the Republic of Ireland. Results from analysis of variance and simple effects analysis showed a positive linear association between reading achievement and "attitude to reading." The…

Commonly used literacy motivation assessments do not specifically explore literacy motivation in school. These context-general assessments may be problematic for struggling adolescent readers, as qualitative research documents that these adolescents exhibit different levels of cross-context motivation. The present study explores whether an…

The purpose of this study was to examine the validity evidence of first-grade Dynamic Indicators of Basic Early Literacy Skills (DIBELS) scores for predicting third-grade reading comprehension scores. We used the "simple view" of reading as the theoretical foundation for examining the extent to which DIBELS subtest scores predict…

This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects…

Schooling can produce both cognitive and non-cognitive skills, both of which are important determinants of adult outcomes. Using very rich data from a UK birth cohort study, I estimate teacher value added (VA) models for both pupils' test scores and non-cognitive skills. I show that teachers are equally important in the determination of pupils'…

This report analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. Separate research brief and executive summary were published. [For the Research Brief, see ED626925. For the Executive…

Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…

This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…