Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Anderson, Daniel | 3 |
| Tindal, Gerald | 3 |
| Farley, Dan | 2 |
| Nese, Joseph F. T. | 2 |
| Alonzo, Julie | 1 |
| Biancarosa, Gina | 1 |
| Irvin, P. Shawn | 1 |
| Lai, Cheng-Fei | 1 |
| Saven, Jessica L. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 2 |
| Grade 3 | 2 |
| Intermediate Grades | 2 |
| Middle Schools | 2 |
| Primary Education | 2 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| Junior High Schools | 1 |
| Secondary Education | 1 |
| More ▼ | |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkFarley, Dan; Anderson, Daniel; Irvin, P. Shawn; Tindal, Gerald – Remedial and Special Education, 2017
Modeling growth for students with significant cognitive disabilities (SWSCD) is difficult due to a variety of factors, including, but not limited to, missing data, test scaling, group heterogeneity, and small sample sizes. These challenges may account for the paucity of previous research exploring the academic growth of SWSCD. Our study represents…
Descriptors: Grade 3, Grade 4, Grade 5, Elementary School Students
Saven, Jessica L.; Anderson, Daniel; Nese, Joseph F. T.; Farley, Dan; Tindal, Gerald – Journal of Special Education, 2016
Students with significant cognitive disabilities are eligible to participate in two statewide testing options for accountability: alternate assessments or general assessments with appropriate accommodations. Participation guidelines are generally quite vague, leading to students "switching" test participation between years. In this…
Descriptors: Intellectual Disability, Student Participation, State Surveys, Alternative Assessment
Nese, Joseph F. T.; Biancarosa, Gina; Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald – Reading and Writing: An Interdisciplinary Journal, 2012
This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3-5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring…
Descriptors: Curriculum Based Assessment, Reading Fluency, Grade 3, Student Characteristics
