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Jody Samuels – ProQuest LLC, 2024
Reading fluency involves a complex interaction of different cognitive skills and abilities that develop with instruction and practice and relies on the automaticity of many distinct reading skills (e.g., pacing, word recognition, expression, phonological awareness). Fluent reading frees cognitive resources, such as working memory, for more…
Descriptors: Reading Fluency, Brain Hemisphere Functions, Naming, Reading Rate
Kloos, Heidi – Online Submission, 2019
A data set from an urban Midwestern school district was mined to explore how the technology-based reading enrichment known as Mindplay Virtual Reading Coach (MVRC) affects children's performance on the English Language Arts (ELA) Standards state-wide assessment (N = 6098 students from Grades 3 to 9). ELA data from two times points were available,…
Descriptors: Poverty, Urban Schools, Language Arts, Educational Technology
Kent, Shawn C.; Wanzek, Jeanne; Yun, Joonmo – Assessment for Effective Intervention, 2019
This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…
Descriptors: Screening Tests, Grade 4, Elementary School Students, At Risk Students
Kent, Shawn C.; Wanzek, Jeanne; Yun, Joonmo – Grantee Submission, 2019
This study examined the predictive validity and classification accuracy of individual and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students were assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of…
Descriptors: Screening Tests, Grade 4, Elementary School Students, At Risk Students
Ralston, Nicole C.; Waggoner, Jacqueline M.; Tarasawa, Beth; Jackson, Amy – Journal of At-Risk Issues, 2016
This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework. Furthermore, this study builds on existing literature by…
Descriptors: Validity, Independent Reading, Reading Tests, Measurement
McGowan, Mark R.; Runge, Timothy J.; Pedersen, Jason A. – Roeper Review, 2016
This study examined the utility of curriculum-based measures of oral reading fluency (ORF) to distinguish between gifted and general education students. Differences in reading proficiency and growth rate were assessed using cross-sectional data from more than 900 students in second through fifth grade who regularly participated in their district's…
Descriptors: Curriculum Based Assessment, Talent Identification, Academically Gifted, Oral Reading
Marchand, Gwen C.; Furrer, Carrie J. – Psychology in the Schools, 2014
This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…
Descriptors: Formative Evaluation, Summative Evaluation, Evaluation Methods, Reading Achievement
Abu-Hamour, Bashir – International Journal of Special Education, 2013
This study examined the applicability of the Arabic version of the Curriculum Based Measurement Maze (CBM Maze) for Jordanian students. A sample of 150 students was recruited from two public primary schools in Jordan. The students were ranked into high, moderate, and low achievers in terms of their performance in the Arabic course. Then all of…
Descriptors: Foreign Countries, Elementary School Students, Semitic Languages, Grade Point Average
Rowe, Sarah Stebbe – ProQuest LLC, 2013
Many schools are adopting a Response to Intervention (RTI) model to support and evaluate learning (Fuchs & Fuchs, 2006). Universal screening and progress monitoring are two essential components of RTI that generally support improved student outcomes (Shinn, 2007). In many schools, teachers collect and use a tool called oral reading fluency for…
Descriptors: Response to Intervention, Teacher Attitudes, Reading Fluency, Oral Reading
Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L. – Journal of Learning Disabilities, 2015
The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…
Descriptors: Prediction, Reading Difficulties, Reading Skills, Grade 4
Sideridis, Georgios; Padeliadu, Susana – Journal of Learning Disabilities, 2013
The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part…
Descriptors: Test Construction, Learning Disabilities, Disability Identification, Classification
Margo, Desiree Marie – ProQuest LLC, 2013
The intense focus on standards and accountability is rapidly altering the education environment. Often the gauge for measuring school effectiveness is performance on high-stake state tests. In this retrospective cohort comparison study, I observe the relation between the use of curriculum-based measures (CBMs) for reading and change on a state…
Descriptors: Accountability, Decision Making, Reading Tests, High Stakes Tests
McDaniel, Sara C.; Houchins, David E.; Terry, Nicole P. – Journal of Emotional and Behavioral Disorders, 2013
Reading deficits among students with emotional and behavioral disorders (E/BD) are well documented. One approach to addressing these deficits has been providing students with intensive and explicit reading instruction. In this study, 31 students with E/BD and reading deficits in self-contained settings were provided with 8 weeks of…
Descriptors: Behavior Disorders, Emotional Disturbances, Reading Difficulties, Statistical Significance
Park, Bitnara Jasmine; Anderson, Daniel; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for…
Descriptors: Intervention, Diagnostic Tests, Response to Intervention, At Risk Students
Irvin, P. Shawn; Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Washington state. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 900 students per grade, randomly split into two…
Descriptors: Intervention, Diagnostic Tests, Response to Intervention, At Risk Students
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