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) | 3 |
Descriptor
Author
| Blonder, Megan | 1 |
| Ciancio, Dennis | 1 |
| Koehler-Hak, Kathrine M. | 1 |
| Ruddy, Jonah | 1 |
| Skinner, Christopher H. | 1 |
| Stockard, Jean | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 3 |
| Grade 2 | 3 |
| Grade 1 | 2 |
| Grade 3 | 2 |
| Early Childhood Education | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Primary Education | 1 |
Audience
Location
| Maryland | 1 |
| Texas (Houston) | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
| Individuals with Disabilities… | 1 |
Assessments and Surveys
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Direct linkRuddy, Jonah; Ciancio, Dennis; Skinner, Christopher H.; Blonder, Megan – Contemporary School Psychology, 2019
Oral reading fluency was investigated as a predictor of standard scores on the Woodcock-Johnson Tests of Achievement III Broad Reading Cluster (BRC). Participants included first- through third-grade students (n = 1301) from elementary schools in and around Houston, Texas. Median words correct per minute scores from three oral reading passages were…
Descriptors: Reading Fluency, Achievement Tests, Elementary School Students, Scores
Koehler-Hak, Kathrine M. – Preventing School Failure, 2014
General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level…
Descriptors: Outcome Measures, Curriculum Based Assessment, Formative Evaluation, Progress Monitoring
Stockard, Jean – Journal of Education for Students Placed at Risk, 2010
Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called "fourth-grade slump." This article examines changes in reading achievement from first to fifth grade for students in a large urban school…
Descriptors: Urban Schools, Reading Achievement, Economically Disadvantaged, Standardized Tests
