The purpose of this study was to compare the reading skills of the fourth graders who were poor readers in different text genres (story and informative text). Fifty-six fourth-grade students who were poor readers participated in this study. Reading rates, reading errors and reading prosody characteristics of the students were examined in the…

The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect…

Task interspersal is an academic material modification procedure implemented by adding a sequence of brief tasks prior to more difficult academic tasks. The purpose of this study was to investigate the effects of the interspersal procedure under both time-based (i.e., time allotted to complete task held constant) and task-based (i.e., number of…

Developing fluency in arithmetic facts is instrumental to mathematics learning. This study compares the effects of two practice conditions on children's fluency in simple multiplication facts. Third and fourth graders in the Netherlands (N = 282) practised in either a conventional "recall" condition where they produced answers to…

The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in…

In K-12 environments in the US, classroom tests are a central means by which teachers assess English Language Learner (ELL) content knowledge. Performance on routine classroom assessments is often a contributing criterion for school based decision-making and can affect decisions relating to academic tracking, retention, and access to academic…

This longitudinal study investigated children's performance on several informal reading and spelling tasks. Students (n = 274) in a rural North Carolina county were assessed across grades 2 to 6 on the following measures: isolated word recognition (timed and untimed), oral reading accuracy, reading comprehension, reading rate, and spelling.…

This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the…

This study compared the "Digit Naming Speed Test" (DNS) performance of 20 children with Attention-Deficit/Hyperactivity Disorder (ADHD) to 20 carefully matched peers without ADHD. Matching variables included age, grade, gender, and word reading ability. Sample construction included procedures that allowed for the identification and removal from…

This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency,…