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Gray, Abigail; Sirinides, Philip; Fink, Ryan; Bowden, Brooks – Consortium for Policy Research in Education, 2020
Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018; Ozernov, Palchik et al., 2016; Cunningham & Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher,…
Descriptors: Young Children, Instructional Effectiveness, Reading Comprehension, Curriculum Evaluation
Solis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Steinle, Paul K.; Miller, Veronica L.; Vaughn, Sharon – Grantee Submission, 2021
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…
Descriptors: Vocabulary Development, Reading Comprehension, Reading Material Selection, Reader Text Relationship
Preast, June L.; Burns, Matthew K.; Brann, Kristy L.; Taylor, Crystal N.; Aguilar, Lisa – School Psychology Forum, 2019
Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61…
Descriptors: Elementary School Students, Intermediate Grades, Grade 4, Grade 5
Haley Elizabeth York – ProQuest LLC, 2016
Many American students struggle with reading, particularly in the area of comprehension. As such, early identification of reading difficulties, use of evidenced-based interventions, and monitoring of student reading progress over time is essential. Curriculum-based measurement (CBM) is a technically adequate, efficient tool whose features and…
Descriptors: Reading Instruction, Progress Monitoring, Predictor Variables, Reading Comprehension
Tucker, Tiffany G. – ProQuest LLC, 2016
The purpose of this research study was to compare the impact of Teacher-Set Accelerated Reader goals (TSAR) with Student-Set Accelerated Reader goals (SSAR) of fourth- and fifth-grade students. The goal of this research study was to determine which type of goal setting approach influences reading growth the most as measured by the easyCBM…
Descriptors: Reading Instruction, Reading Comprehension, Goal Orientation, Student Attitudes
Wing, Sara – ProQuest LLC, 2017
The purpose of this study was to examine if a relationship existed between metacognitive instruction and students' growth rate for fluency, accuracy, self-correction rates, and comprehension in reading. The research question that guided this study was: To what extent is there a relationship between metacognitive instruction using Reciprocal…
Descriptors: Metacognition, Reading Comprehension, Reading Tests, Correlation
Shapiro, Edward S.; Gebhardt, Sarah; Flatley, Katie; Guard, Kirra B.; Fu, Qiong; Leichman, Erin S.; Calhoon, Mary Beth; Hojnoski, Robin – School Psychology Quarterly, 2017
The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described--the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on…
Descriptors: Reading Comprehension, Rating Scales, Elementary School Teachers, Grade 3
Schatz, Rochelle B. – ProQuest LLC, 2017
Individuals with High-Functioning Autism Spectrum Disorder (HFA) demonstrate atypical development resulting in significant deficits in the areas of perspective-taking and observational learning. These deficits lead to challenges in social interactions and academic performance. In particular, children with HFA tend to struggle with comprehending…
Descriptors: Autism, Pervasive Developmental Disorders, Perspective Taking, Interaction
Stocks, Christopher Dion – ProQuest LLC, 2015
The purpose of this dissertation was to determine the effects of repeated reading on readers identified as below grade in sixth and seventh grade. The study was set in a rural middle school located in the foothills of North Carolina. Students selected for the study were identified utilizing Lexile levels to identify them as below grade level for…
Descriptors: Middle School Students, Grade 6, Grade 7, Reading Instruction
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
Hall, Tracey E.; Cohen, Nicole; Vue, Ge; Ganley, Patricia – Learning Disability Quarterly, 2015
CAST created "Strategic Reader," a technology-based system blending Universal Design for Learning (UDL) and Curriculum-Based Measurement (CBM) in a digital learning environment to improve reading comprehension instruction. This experimental study evaluates the effectiveness of Strategic Reader using two treatment conditions for measuring…
Descriptors: Learning Disabilities, Technology Uses in Education, Access to Education, Curriculum Based Assessment
Ardoin, Scott P.; Eckert, Tanya L.; Christ, Theodore J.; White, Mary Jane; Morena, Laura S.; January, Stacy-Ann A.; Hine, Jeffrey F. – School Psychology Review, 2013
Curriculum-based measurement in reading (CBM-R) is a widely used measure for identifying students in need of reading intervention and monitoring their progress. Despite a large base of research supporting the efficacy of CBM-R as a measure of comprehension, critics maintain that CBM-R is little more than a measure of word reading. The current…
Descriptors: Reading Comprehension, Word Lists, Accuracy, Grade 1
Stecker, Pamela M.; Lembke, Erica S. – National Center on Student Progress Monitoring, 2011
Progress monitoring refers to a system of ongoing data collection on academic skills of interest. Short samples of student performance are collected on a regular basis, and the scores from these short samples of performance are graphed to create a picture of student progress. Teachers can use the graphed student performance as they make…
Descriptors: Curriculum Based Assessment, Reading, Formative Evaluation, Student Evaluation
Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency
Kuhn, Melanie R.; Schwanenflugel, Paula J.; Meisinger, Elizabeth B. – Reading Research Quarterly, 2010
Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by…
Descriptors: Reading Fluency, Definitions, Word Recognition, Suprasegmentals
Bryan, Andrew – ProQuest LLC, 2011
This study examined whether a one-to-one laptop program had an effect on the reading-fluency and comprehension scores of fourth- and fifth-grade students over a half-year period. Pre- and post-test scores on the AIMSweb R-CBM fluency and Maze-CBM comprehension tests were collected for 1,048 students attending six diverse, high-poverty elementary…
Descriptors: Experimental Groups, Control Groups, Reading Comprehension, Reading Fluency
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