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) | 4 |
Descriptor
| Reading Comprehension | 5 |
| Vocabulary Development | 5 |
| Intervention | 4 |
| Knowledge Level | 4 |
| Reading Fluency | 4 |
| State Standards | 4 |
| At Risk Students | 3 |
| Benchmarking | 3 |
| Classification | 3 |
| Cutting Scores | 3 |
| Diagnostic Tests | 3 |
| More ▼ | |
Source
| Behavioral Research and… | 5 |
Author
| Tindal, Gerald | 5 |
| Anderson, Daniel | 4 |
| Alonzo, Julie | 3 |
| Irvin, P. Shawn | 3 |
| Park, Bitnara Jasmine | 3 |
| Geller, Leanne Ketterlin | 1 |
| Laird, Katy | 1 |
| Nobles, Susanne | 1 |
| Raman, Manjula | 1 |
Publication Type
| Numerical/Quantitative Data | 2 |
| Reports - Evaluative | 2 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| Grade 3 | 3 |
| Grade 4 | 3 |
| Elementary Education | 2 |
| Grade 5 | 2 |
| Grade 6 | 2 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Intermediate Grades | 1 |
Audience
Location
| Washington | 2 |
| New York (New York) | 1 |
| Oregon | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textNobles, Susanne; Anderson, Daniel; Raman, Manjula; Laird, Katy; Tindal, Gerald – Behavioral Research and Teaching, 2018
This study was premised on the importance of vocabulary in comprehending text. Critical findings from both the National Reading Plan (NRP) and the National Reading Technical Assistance Center (NRTAC) frame this study, both in the intervention that was implemented and in the manner in which outcomes were measured. Using expository passages…
Descriptors: Reading Comprehension, Vocabulary Development, Intervention, Program Effectiveness
Park, Bitnara Jasmine; Anderson, Daniel; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for…
Descriptors: Intervention, Diagnostic Tests, Response to Intervention, At Risk Students
Anderson, Daniel; Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for…
Descriptors: Intervention, Diagnostic Tests, Response to Intervention, At Risk Students
Irvin, P. Shawn; Park, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Washington state. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 900 students per grade, randomly split into two…
Descriptors: Intervention, Diagnostic Tests, Response to Intervention, At Risk Students
Geller, Leanne Ketterlin; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report outlines the results of a correlational study of an Oral Reading Fluency (ORF) measure, a Reading Comprehension measure, a Vocabulary measure, and a statewide, large-scale reading assessment. The effects of school income level, gender, ethnicity, Special Education status, and English Language Learner status are also…
Descriptors: Reading Comprehension, Reading Fluency, Income, Reading Achievement
