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Direct linkBurns, Matthew K.; Scholin, Sarah E.; Kosciolek, Stacey; Livingston, Judy – Journal of Psychoeducational Assessment, 2010
The current study examines the consistency of two response-to-intervention (RTI) decision-making models. Weekly progress monitoring data for 30 students participating in a Tier II intervention were collected for 30 weeks. The data were examined by comparing them to an aimline with a yearly goal and by computing a dual discrepancy (DD) using…
Descriptors: Reading Achievement, Reading Tests, Data Collection, Responses
Nelson, Jason M.; Lindstrom, Jennifer H.; Lindstrom, Will; Denis, Daniel – Exceptionality, 2012
We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate…
Descriptors: Reading Difficulties, Phonological Awareness, Grade 1, Kindergarten
Fawson, Parker C.; Ludlow, Brian C.; Reutzel, D. Ray; Sudweeks, Richard; Smith, John A. – Journal of Educational Research, 2006
The authors present results of a generalizability study of running record assessment. They conducted 2 decision studies to ascertain the number of raters and passages necessary to obtain a reliable estimate of a student's reading ability on the basis of a running record assessment. Ten teachers completed running record assessments of 10…
Descriptors: Reading Ability, Generalizability Theory, Reading Instruction, Error of Measurement
