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Direct linkKincaid, Aleksis P.; McConnell, Scott R.; Wackerle-Hollman, Alisha K. – Assessment for Effective Intervention, 2020
Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems…
Descriptors: Emergent Literacy, Preschool Children, Correlation, Age Differences
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
Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Coyne, Michael D.; Simmons, Leslie E.; Oslund, Eric; Fogarty, Melissa; Hagan-Burke, Shanna; Little, Mary E.; Rawlinson, D'Ann – Journal of Learning Disabilities, 2015
Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…
Descriptors: Intervention, Reading Instruction, Kindergarten, Reading Achievement
Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2014
Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…
Descriptors: Reading Comprehension, Reading Achievement, Elementary School Students, Secondary School Students
Petscher, Yaacov; Kershaw, Sarah; Koon, Sharon; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2014
Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…
Descriptors: Response to Intervention, Achievement Gains, High Stakes Tests, Prediction
Ferlis, Emily C. – ProQuest LLC, 2012
This dissertation examines the question "how do ESL teachers perceive the prereferral process for identifying adolescent Latino English language learners with specific learning disabilities?" The study fits within the Latino Critical Race Theory framework and employs an interpretive phenomenological qualitative research approach.…
Descriptors: Language Teachers, English (Second Language), Second Language Learning, Disability Identification
