A fundamental assumption of multi-tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third-grade students who met the criteria to be…

Nearly one in four students residing in the United States is from an immigrant family and these children's school readiness is related to their parent's nativity and other sociodemographic characteristics. Social-emotional skills are an important conduit for academic development, yet these relations have not been explored for children from…

Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequential model was used to compare that performance to the status and growth of a national user base of…

This study investigated how performance on reading curriculum-based measurement (R-CBM) in Spanish is related to performance on R-CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading…

Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no…

Multiple-regression procedures were used to assess effectiveness of the ABC Inventory and the Metropolitan Readiness Test (MRT) in predicting first- and third-grade reading achievement. MRT performance accounted for 11 percent of the variance in first-grade SRA reading scores. In predicting third-grade reading, the MRT accounted for 26 percent of…

Three standardized measures of short-term memory (STM) were compared to determine their relative efficacy in predicting reading achievement for 36 primary-grade students over a two-year period. A letter sequences test was found to be the most frequently associated with reading performance. A memory-for-sentences task also showed a significant…

In this brief article, a case example is provided that illustrates potential program-evaluation procedures for examining the outcomes of children served in different models of special education. Specifically, the goal of this project was to evaluate the academic outcomes of children served in self-contained versus inclusive models of special…

A comparison of reading subtests of the Wide Range Achievement Test, Peabody Individual Achievement Test, and Slosson Oral Reading Test showed a high correlation between the WRAT and PIAT. Suggests the WRAT and PIAT measure the same dimension of reading achievement, possibly verbal fluency. (Author/JAC)

Contends that erroneous conclusions concerning intraindividual strengths may result when comparing scaled scores on subtests of The Test of Reading Comprehension. Examination of scaled scores may seem to indicate that a given student has performed better on one subtest than on another when the difference between the two scores is not statistically…