ERIC Number: EJ1015158
Record Type: Journal
Publication Date: 2013-Sep
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Social Studies Progress Monitoring and Intervention for Middle School Students
Beyers, Sarah J.; Lembke, Erica S.; Curs, Bradley
Assessment for Effective Intervention, v38 n4 p224-235 Sep 2013
This study examined the technical adequacy of vocabulary-matching curriculum-based measurement (CBM) to identify and monitor the progress of 148 middle school students in social studies. In addition, the effectiveness of a reading comprehension intervention, Collaborative Strategic Reading (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001), was examined across 8 weeks with 15 low-achieving middle school readers who were monitored with content-area reading passages. Results indicated vocabulary-matching CBMs are valid and reliable indicators of performance in social studies. Significant differences were found for the intervention group on performance on pre to post vocabulary-matching CBM scores. Difference-in-Differences regression models were used to examine differences between groups on pre-post measures. No significant differences were found between groups in weekly change in scores or trend in performance on vocabulary-matching CBM. (Contains 1 figure and 4 tables.)
Descriptors: Social Studies, Progress Monitoring, Curriculum Based Assessment, Middle School Students, Vocabulary, Reading Comprehension, Intervention, Content Area Reading, Instructional Effectiveness, Pretests Posttests, Test Reliability, Test Validity, Quasiexperimental Design, Least Squares Statistics
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A