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Direct linkde León, Sara C.; Jiménez, Juan E.; García, Eduardo; Gutiérrez, Nuria; Gil, Verónica – Learning Disability Quarterly, 2021
The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM…
Descriptors: Mathematics Skills, Curriculum Based Assessment, Grade 1, Elementary School Students
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
Download full textOslund, 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
Lam, Elizabeth A.; McMaster, Kristen L. – Learning Disability Quarterly, 2014
The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…
Descriptors: Predictor Variables, Early Intervention, Emergent Literacy, Longitudinal Studies
Peer reviewedOlson, Judy; And Others – Learning Disability Quarterly, 1981
The relationship between performance on selected subtests of the Detroit Test of Learning Aptitude (DTLA) and academic performance as measured by the Wide Range Achievement Test was analyzed for 65 learning disabled adolescents. (Author)
Descriptors: Academic Achievement, Adolescents, Aptitude Tests, Exceptional Child Research
Peer reviewedBusch, Robert F. – Learning Disability Quarterly, 1980
The study was designed to determine the best combination of tests or subtests in a research battery which, when administered to beginning first grade students (N=1,052), would enable the most efficient prediction of reading achievement. (Author/SBH)
Descriptors: Exceptional Child Research, Grade 1, Predictive Measurement, Predictive Validity
Peer reviewedGlazzard, Peggy H. – Learning Disability Quarterly, 1980
The study evaluated two kindergarten predictive instruments, the Gates-MacGinitie Reading Tests: Readiness Skills and the Teacher Estimate of Kindergarten Pupils' Abilities, by following the same 107 kindergartners over 1, 2, 3, and 4 years using multiple regression analysis. (Author/SBH)
Descriptors: Academic Achievement, Comprehension, Early Childhood Education, Exceptional Child Research
Bishop, Anne G.; League, Martha B. – Learning Disability Quarterly, 2006
The purpose of this followup study was to determine the long-term predictive validity of theoretically coherent reading measures administered during fall and winter of kindergarten. Seventy-nine children were screened using measures representing letter identification, phonological awareness, phonological memory, and rapid automatized naming.…
Descriptors: Reading Difficulties, Reading Fluency, Recognition (Achievement), Reading Achievement
