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A Comparative Analysis of the "Early Childhood Environment Rating Scale--Revised" and "Early Childhood Environment Rating Scale, Third Edition"
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Neitzel, Jennifer; Early, Diane; Sideris, John; LaForrett, Doré; Abel, Michael B.; Soli, Margaret; Davidson, Dawn L.; Haboush-Deloye, Amanda; Hestenes, Linda L.; Jenson, Denise; Johnson, Cindy; Kalas, Jennifer; Mamrak, Angela; Masterson, Marie L.; Mims, Sharon U.; Oya, Patti; Philson, Bobbi; Showalter, Megan; Warner-Richter, Mallory; Kortright Wood, Jill – Journal of Early Childhood Research, 2019
The Early Childhood Environment Rating Scales, including the "Early Childhood Environment Rating Scale--Revised" (Harms et al., 2005) and the "Early Childhood Environment Rating Scale, Third Edition" (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent…
Descriptors: Rating Scales, Early Childhood Education, Educational Quality, Scoring
A Comparison of the Concurrent and Predictive Validity of Three Measures of Readiness to Change Alcohol Use in a Clinical Sample of Adolescents
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Maisto, Stephen A.; Krenek, Marketa; Chung, Tammy; Martin, Christopher S.; Clark, Duncan; Cornelius, Jack – Psychological Assessment, 2011
The authors compared 3 measures of readiness to change alcohol use commonly used in clinical research and practice with adolescents: the Readiness Ruler, the SOCRATES (subscales of Recognition and Taking Steps), and a Staging Algorithm. The analysis sample consisted of 161 male and female adolescents presenting for intensive outpatient…
Descriptors: Comparative Analysis, Measures (Individuals), Validity, Predictive Validity
Monitoring Early First-Grade Reading Progress: A Comparison of Two Measures
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Clemens, Nathan H.; Shapiro, Edward S.; Wu, Jiun-Yu; Taylor, Aaron B.; Caskie, Grace L. – Journal of Learning Disabilities, 2014
This study compared the validity of progress monitoring slope of nonsense word fluency (NWF) and word identification fluency (WIF) with early first-grade readers. Students ("N" = 80) considered to be at risk for reading difficulty were monitored with NWF and WIF on a 1-2 week basis across 11 weeks. Reading skills at the end of first…
Descriptors: Progress Monitoring, Grade 1, Elementary School Students, Emergent Literacy