NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Blumenthal, Stefan; Blumenthal, Yvonne – International Journal of Educational Methodology, 2020
Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students' achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of…
Descriptors: Instructional Effectiveness, Curriculum Based Assessment, Computer Assisted Testing, Handheld Devices
Peer reviewed Peer reviewed
Direct linkDirect link
van den Bosch, Roxette M.; Espin, Christine A.; Pat-El, Ron J.; Saab, Nadira – Journal of Learning Disabilities, 2019
The authors examined three instructional approaches for improving teachers' curriculum-based measurement (CBM) graph comprehension, each differing in the extent to which reading the data, interpreting the data, and linking the data to instruction were emphasized. Participants were 164 elementary school teachers who were randomly assigned to one of…
Descriptors: Teacher Improvement, Comprehension, Curriculum Based Assessment, Progress Monitoring
Valladolid, Violeta C. – Online Submission, 2015
The role of classroom teachers in the early detection of learning difficulty/disability in school children cannot be ignored. When it comes to young children's literacy learning, there is substantial consensus that the teacher is the primary assessment agent (Johnston & Rogers, 2002). But classroom teachers also have a lot of responsibilities…
Descriptors: Foreign Countries, Curriculum Based Assessment, Reading Difficulties, Disability Identification
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Dongil; Kim, Woori; Koh, Hyejung; Lee, Jaeho; Shin, Jaehyun; Kim, Heeju – Asia Pacific Education Review, 2014
The purpose of this study was to identify students at risk of reading comprehension difficulties by using the responsiveness to intervention (RTI) approach. The participants were 177 students in Grades 1-3 in three elementary schools in South Korea. The students received Tier 1 instruction of RTI from March to May 2011, and their performance was…
Descriptors: Foreign Countries, At Risk Students, Reading Comprehension, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Förster, Natalie; Souvignier, Elmar – School Psychology Review, 2015
Monitoring the learning progress of at-risk students positively affects learning growth. This study transfers the approach of learning progress assessment (LPA) to general education in Germany and investigates the effects of information about reading progress and additional teacher training on student achievement. Classes (n = 43) were assigned to…
Descriptors: At Risk Students, Foreign Countries, Reading Instruction, Reading Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Chung, Siuman; Espin, Christine A. – Assessment for Effective Intervention, 2013
The reliability and validity of three curriculum-based measures as indicators of learning English as a foreign language were examined. Participants were 260 Dutch students in Grades 8 and 9 who were receiving English-language instruction. Predictor measures were maze-selection, Dutch-to-English word translation, and English-to-Dutch word…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Secondary School Students, Second Language Learning