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Connections between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities
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Fuchs, Lynn S.; Fuchs, Douglas; Seethaler, Pamela M.; Cutting, Laurie E.; Mancilla-Martinez, Jeannette – New Directions for Child and Adolescent Development, 2019
In this article, we discuss the approach adopted within the Vanderbilt University Learning Disabilities Innovation Hub, which focuses on students with higher-order comorbidity: students with concurrent difficulty with reading comprehension and word-problem solving. The aim of the Hub's Research Project is to test what we refer to as the…
Descriptors: Program Descriptions, Learning Disabilities, Thinking Skills, Difficulty Level
Using Word Identification Fluency to Monitor First-Grade Reading Development
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Zumeta, Rebecca O.; Compton, Donald L.; Fuchs, Lynn S. – Exceptional Children, 2012
This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading…
Descriptors: Grade 1, Reading Achievement, Word Lists, Academic Achievement
Scoring Accuracy within Curriculum-Based Measurement: A Comparison of Teachers and Microcomputer Applications.
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Ferguson, Carl L., Jr.; Fuchs, Lynn S. – Journal of Special Education Technology, 1991
Comparison of special education teacher (n=18) and computer-scored curriculum-based measurements (CBM) of spelling found that computer scoring accuracy was significantly higher and more stable. Additionally, high correlations were found between the CBM spelling scores and a standardized test of spelling achievement. (DB)
Descriptors: Academic Achievement, Computer Assisted Testing, Disabilities, Elementary Education
Use of Curriculum-Based Measurement in Identifying Students with Disabilities.
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Fuchs, Lynn S.; Fuchs, Douglas – Focus on Exceptional Children, 1997
Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…
Descriptors: Academic Achievement, Clinical Diagnosis, Curriculum Based Assessment, Disabilities
Use of Aggregation to Improve the Reliability of Simple Direct Measures of Academic Performance.
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Fuchs, Lynn S.; And Others – 1982
The effects of aggregation on the reliability of measures of academic performance were explored in two studies. In the first study, 30 elementary-age children were tested four times on the same forms of the Woodcock Reading Mastery Tests and the Ginn 720 Reading Passage measures. Group stability coefficients, within-subject reliability…
Descriptors: Academic Achievement, Elementary Education, Evaluation Methods, Measurement Objectives
Developing Curriculum-Based Measurement Systems for Data-Based Special Education Problem Solving.
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Deno, Stanley L.; Fuchs, Lynn S. – Focus on Exceptional Children, 1987
Procedures for developing curriculum-based measurement (CBM) systems are presented as an approach to special education problem solving. CBM procedures are discussed within the context of a decision-making matrix, focusing on "what" and "how" to measure and how to use data. An example applies the method to reading-aloud…
Descriptors: Academic Achievement, Decision Making, Diagnostic Teaching, Disabilities