Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Grade 3 | 5 |
| Learning Disabilities | 5 |
| Progress Monitoring | 5 |
| Curriculum Based Assessment | 3 |
| Grade 2 | 3 |
| Oral Reading | 3 |
| Elementary School Students | 2 |
| Grade 4 | 2 |
| Grade 5 | 2 |
| Intervention | 2 |
| Reading Achievement | 2 |
| More ▼ | |
Source
| Learning Disability Quarterly | 2 |
| Learning Disabilities… | 1 |
| Remedial and Special Education | 1 |
| School Psychology Quarterly | 1 |
Author
| Van Norman, Ethan R. | 2 |
| Alonzo, Julie | 1 |
| Ding, Yi | 1 |
| Faith, Erin L. | 1 |
| Harris, Karleah | 1 |
| Keller-Margulis, Milena A. | 1 |
| Mercer, Sterett H. | 1 |
| Nese, Joseph F. T. | 1 |
| Ochs, Sarah | 1 |
| Parker, David C. | 1 |
| Reid, Erin K. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
Education Level
| Grade 3 | 5 |
| Early Childhood Education | 4 |
| Elementary Education | 4 |
| Primary Education | 4 |
| Grade 2 | 3 |
| Grade 4 | 2 |
| Grade 5 | 2 |
| Intermediate Grades | 2 |
| Middle Schools | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMercer, Sterett H.; Keller-Margulis, Milena A.; Faith, Erin L.; Reid, Erin K.; Ochs, Sarah – Learning Disability Quarterly, 2019
Written-expression curriculum-based measurement (WE-CBM) is used for screening and progress monitoring students with or at risk of learning disabilities (LD) for academic supports; however, WE-CBM has limitations in technical adequacy, construct representation, and scoring feasibility as grade-level increases. The purpose of this study was to…
Descriptors: Grade 2, Grade 3, Grade 4, Grade 5
Van Norman, Ethan R.; Parker, David C. – Learning Disabilities Research & Practice, 2016
Educators use curriculum-based measurement of oral reading (CBM-R) to measure student response to instruction. Current decision-making frameworks assume students demonstrate linear growth across a school year. However, growth appears nonlinear for at least a subgroup of students. We assessed the degree to which grade two (n = 800) and grade three…
Descriptors: Curriculum Based Assessment, Oral Reading, Progress Monitoring, Grade 2
Van Norman, Ethan R. – School Psychology Quarterly, 2016
Curriculum-based measurement of oral reading (CBM-R) progress monitoring data is used to measure student response to instruction. Federal legislation permits educators to use CBM-R progress monitoring data as a basis for determining the presence of specific learning disabilities. However, decision making frameworks originally developed for CBM-R…
Descriptors: Oral Reading, Curriculum Based Assessment, Investigations, Progress Monitoring
Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.; Alonzo, Julie – Remedial and Special Education, 2016
For 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. First, we document teachers' progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to…
Descriptors: Reading Fluency, Oral Reading, Reading Skills, Measures (Individuals)
Zhang, Dake; Xin, Yan Ping; Harris, Karleah; Ding, Yi – Learning Disability Quarterly, 2014
The purpose of the present study was to examine the effectiveness of a strategic training program for improving students' performance in solving multiplication problems. The participants were 3 third graders with math difficulties. In this teaching experiment, microgenetic analysis was used to analyze improvement in students' strategic development…
Descriptors: Multiplication, Learning Strategies, Mathematics Skills, Grade 3
