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Direct linkOslund, 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
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
