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) | 1 |
Descriptor
Source
| School Psychology Quarterly | 2 |
| Childhood Education | 1 |
| Exceptional Children | 1 |
| Instructor | 1 |
| Psychological Bulletin | 1 |
Author
| Berliner, David | 1 |
| Casanova, Ursula | 1 |
| Cone, John D. | 1 |
| Foster, Karen | 1 |
| Gordinier, Cynthia L. | 1 |
| Potter, Margaret L. | 1 |
| Share, David L. | 1 |
| Stoner, Gary | 1 |
| Wamre, Heidi M. | 1 |
Publication Type
| Journal Articles | 6 |
| Opinion Papers | 6 |
Education Level
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
| District of Columbia | 1 |
| Washington | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkShare, David L. – Psychological Bulletin, 2008
In this critique of current reading research and practice, the author contends that the extreme ambiguity of English spelling-sound correspondence has confined reading science to an insular, Anglocentric research agenda addressing theoretical and applied issues with limited relevance for a universal science of reading. The unique problems posed by…
Descriptors: Reading Difficulties, Spelling, Reading Research, Silent Reading
Berliner, David; Casanova, Ursula – Instructor, 1988
A recent study of reading rates of first grade students in Israel and America indicates that increased reading speed may improve comprehension and oral reading. Based on this finding, activities to help students read faster (and better) are suggested. (JL)
Descriptors: Beginning Reading, Elementary Education, Grade 1, Oral Reading
Peer reviewedStoner, Gary – School Psychology Quarterly, 1992
Responds to previous article on validating curriculum-based measurement (Derr-Minneci and Shapiro, this issue). Contends that research reported by Derr-Mennici and Shapiro neither validated curriculum-based measurement (CBM) in reading from behavioral perspective, nor investigated accuracy of CBM. Organizes comments around three points of emphasis…
Descriptors: Elementary Education, Elementary School Students, Evaluation Methods, Oral Reading
Peer reviewedCone, John D. – School Psychology Quarterly, 1992
Responds to previous article on validating curriculum-based measurement (Derr-Minneci and Shapiro, this issue). Contends that, in examining variation in oral reading rate across their three settings, Derr-Mennici and Shapiro's assessment procedures were of unknown accuracy, and that these procedures themselves varied among settings, making it…
Descriptors: Elementary Education, Elementary School Students, Evaluation Methods, Oral Reading
Peer reviewedGordinier, Cynthia L.; Foster, Karen – Childhood Education, 2004
The Reading First Initiative supports the importance of classroom teachers' use of diagnostic tests that are "scientifically based." This article focuses on the new assessment known as DIBELS (Dynamic Indicators of Basic Early Literacy Skills. DIBELS is composed of the following subtests: phonological awareness (recognizing initial…
Descriptors: Teaching Methods, Federal Legislation, Phonology, Reading Rate
Peer reviewedPotter, Margaret L.; Wamre, Heidi M. – Exceptional Children, 1990
The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…
Descriptors: Developmental Stages, Elementary Secondary Education, Evaluation Methods, Models
