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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)
Swanson, Chad C. – ProQuest LLC, 2014
Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that…
Descriptors: Phonics, Curriculum Based Assessment, Reliability, Validity
Download full textMay, Tania; Toney, Alexandra; Collyer, Lee; Stewart, Liz; Lynn, Rebecca; Kitzke, Paula; Story, Jennifer; Guzman, Ryan – Washington Office of Superintendent of Public Instruction, 2020
This special education reopening guidance has been developed as a companion resource to "Reopening Washington Schools 2020: District Planning Guide" (ED606044) to provide information and resources for supporting students with disabilities throughout the school reopening process. The intent of this document is to offer guidance for all…
Descriptors: COVID-19, Pandemics, School Closing, School Schedules
Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed. – Springer, 2016
The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…
Descriptors: Response to Intervention, Student Evaluation, Reading Skills, Writing Skills
