Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 4 |
Descriptor
Source
Learning Disability Quarterly | 4 |
Author
Coyne, Michael D. | 1 |
Dupuis, Danielle N. | 1 |
Faith, Erin L. | 1 |
Hagan-Burke, Shanna | 1 |
Jitendra, Asha K. | 1 |
Keller-Margulis, Milena A. | 1 |
Kwok, Oi-Man | 1 |
Mercer, Sterett H. | 1 |
Ochs, Sarah | 1 |
Oslund, Eric L. | 1 |
Reid, Erin K. | 1 |
More ▼ |
Publication Type
Journal Articles | 4 |
Reports - Research | 4 |
Education Level
Elementary Education | 4 |
Early Childhood Education | 2 |
Grade 1 | 2 |
Grade 2 | 2 |
Grade 3 | 2 |
Primary Education | 2 |
Grade 4 | 1 |
Grade 5 | 1 |
Intermediate Grades | 1 |
Kindergarten | 1 |
Middle Schools | 1 |
More ▼ |
Audience
Location
Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic… | 1 |
Woodcock Johnson Tests of… | 1 |
Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Mercer, 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
Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F. – Learning Disability Quarterly, 2014
This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…
Descriptors: Curriculum Based Assessment, Academic Standards, Word Problems (Mathematics), Problem Solving
Weiser, Beverly L. – Learning Disability Quarterly, 2013
The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…
Descriptors: Pretests Posttests, Measures (Individuals), Reading Comprehension, Progress Monitoring