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Direct linkLembke, Erica S.; McMaster, Kristen L.; Smith, R. Alex; Allen, Abigail; Brandes, Dana; Wagner, Kyle – Grantee Submission, 2018
Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development…
Descriptors: Faculty Development, Individualized Instruction, Writing Instruction, Data Use
Lembke, Erica S.; McMaster, Kristen L.; Smith, R. Alex; Allen, Abigail; Brandes, Dana; Wagner, Kyle – Teacher Education and Special Education, 2018
Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development…
Descriptors: Faculty Development, Individualized Instruction, Writing Instruction, Data
de Sam Lazaro, Stephanie Lynn – Journal of Early Intervention, 2017
Population changes, legislative changes, time and cost constraints, and practitioner and family perceptions each affect the delivery of early intervention services. This pilot project examined current evaluation practices used with the birth to 3 population. The role of norm-referenced and authentic assessment tools in the eligibility…
Descriptors: Pilot Projects, Evaluation Methods, Performance Based Assessment, Eligibility
Reynolds, Meree; Wheldall, Kevin; Madelaine, Alison – Australasian Journal of Special Education, 2007
As students who have difficulty in acquiring the basic processes in reading are significantly disadvantaged in later schooling, there is a need for effective interventions for young at-risk students. Reading Recovery is the most widely known and extensively promoted intervention for young struggling readers. However, serious reservations have been…
Descriptors: Small Group Instruction, Intervention, Emergent Literacy, Tutoring
Ketterlin-Geller, Leanne R.; McCoy, Jan D.; Twyman, Todd; Tindal, Gerald – Assessment for Effective Intervention, 2006
Curriculum-based measurement is a system for monitoring students' progress and formatively evaluating instruction backed by 25 years of validation research. Most of this research has been conducted in elementary schools. In middle and high school classrooms, where there is an emphasis on mastering content knowledge, elementary-level measurements…
Descriptors: Curriculum Based Assessment, Academic Achievement, Cloze Procedure, Program Validation
Brown-Chidsey, Rachel; Johnson, Paul, Jr.; Fernstrom, Robin – School Psychology Review, 2005
Curriculum-Based Measurement (CBM) of silent reading fluency using the maze task has been shown to be a useful tool for evaluating students' silent reading skills. No prior research has evaluated whether the source of the maze passages has a relationship with the obtained reading scores. Prior research with CBM of oral reading fluency (ORF) has…
Descriptors: Curriculum Based Assessment, Silent Reading, Reading Fluency, Grade 5
Topping, Keith J.; Kearney, Maura; McGee, Edward; Pugh, John – Mentoring & Tutoring: Partnership in Learning, 2004
A pilot study is reported of a generic method for tutoring in mathematics, intended to be suitable for use by peers, parents and volunteers in a wide range of applications. Thirty children aged 9-10 years of below average mathematical ability were randomly allocated to experimental or control conditions. Experimental tutees (n=17) were tutored in…
Descriptors: Feedback (Response), Experimental Groups, Control Groups, Mathematics Tests
