Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Vaughn, Sharon | 3 |
| Boudosquie, Amy | 1 |
| Copeland, Kim | 1 |
| Fletcher, Jack M. | 1 |
| Francis, David J. | 1 |
| Kalinowski, Sharon | 1 |
| Linan-Thompson, Sylvia | 1 |
| Murray, Christy S. | 1 |
| Petscher, Yaacov | 1 |
| Reed, Deborah K. | 1 |
| Roberts, Greg | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Grade 3 | 2 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Middle Schools | 1 |
Audience
Location
| Texas | 3 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkReed, Deborah K.; Vaughn, Sharon; Petscher, Yaacov – Learning Disability Quarterly, 2012
In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index =…
Descriptors: Factor Analysis, Validity, Reading Comprehension, Grade 8
Wanzek, Jeanne; Roberts, Greg; Linan-Thompson, Sylvia; Vaughn, Sharon; Woodruff, Althea L.; Murray, Christy S. – Assessment for Effective Intervention, 2010
The current study examined the predictive validity of oral reading fluency measures across first, second, and third grades for two reading achievement measures at the end of third grade. Oral reading fluency measures were administered to students from first grade to third. The "Texas Assessment of Knowledge and Skills" and the…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Predictive Validity
Fletcher, Jack M.; Francis, David J.; Boudosquie, Amy; Copeland, Kim; Young, Victoria; Kalinowski, Sharon; Vaughn, Sharon – Exceptional Children, 2006
The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and…
Descriptors: Grade 3, Reading Difficulties, Interaction, Oral Reading
