Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 3 |
| Since 2006 (last 10 years) | 14 |
| Since 1996 (last 20 years) | 23 |
Descriptor
Source
| Assessment for Effective… | 23 |
Author
| Burns, Matthew K. | 4 |
| Banerjee, Manju | 3 |
| Fuchs, Lynn S. | 2 |
| Tindal, Gerald | 2 |
| Alonzo, Julie | 1 |
| Baker, Scott K. | 1 |
| Barrera, Manuel | 1 |
| Bell, Sherry Mee | 1 |
| Bellair, Leslie W. | 1 |
| Bramel, Michael H. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 23 |
| Reports - Research | 9 |
| Reports - Descriptive | 7 |
| Reports - Evaluative | 5 |
| Opinion Papers | 2 |
| Reports - General | 1 |
Education Level
| Elementary Secondary Education | 6 |
| Higher Education | 5 |
| Early Childhood Education | 3 |
| Elementary Education | 3 |
| Grade 1 | 3 |
| Grade 2 | 2 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| More ▼ | |
Audience
| Teachers | 1 |
Showing 1 to 15 of 23 results
Peer reviewed
Direct linkSealander, Karen A.; Johnson, Gae R.; Lockwood, Adam B.; Medina, Catherine M. – Assessment for Effective Intervention, 2012
A concrete-semiconcrete-abstract (CSA) instructional approach derived from discovery learning (DIS) was embedded in a direct instruction (DI) methodology to teach eight elementary students with math disabilities. One-minute abstract-level probes were the primary metric used to assess student performance on subtraction problems (minuends 0-9). A…
Descriptors: Discovery Learning, Teaching Methods, Direct Instruction, Mathematics Instruction
Gilbert, Jennifer K.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S. – Assessment for Effective Intervention, 2012
Response-to-intervention (RTI) models incorporate a screening process to identify students who appear to be at risk for learning disabilities (LDs). The purpose of this position article is to incorporate what is known about screening into a flexible, yet comprehensive screening system to help school psychologists and other school administrators in…
Descriptors: Learning Disabilities, Screening Tests, Response to Intervention, Reading Difficulties
Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kame'enui, Edward J.; Baker, Scott K. – Assessment for Effective Intervention, 2011
The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and…
Descriptors: Mathematics Curriculum, Predictive Validity, Classification, Mathematics Teachers
Bell, Sherry Mee; McCallum, R. Steve; Kirk, Emily R.; Brown, Katherine Sager; Fuller, Emily J.; Scott, Katrinda W. – Assessment for Effective Intervention, 2009
The psychometric integrity of the "Foreign Language Attitudes and Perceptions Survey" for college students was investigated. Two hundred and seventy-eight college students were administered a modified version of the survey (FLAPS-C). Internal consistency reliabilities, as determined by Cronbach's alpha, were 0.74, attitudes; 0.80, perceptions; and…
Descriptors: College Students, Student Attitudes, Language Attitudes, Second Languages
Nelson, Jason M. – Assessment for Effective Intervention, 2009
This study investigated the psychometric properties of the kindergarten Texas Primary Reading Inventory (TPRI; Texas Education Agency and the University of Texas System, 2004-2006) Mid-Year screeners with a sample of 180 students. The TPRI screeners were designed to determine which students are not at risk for later reading failure. Results…
Descriptors: Early Reading, Reading Failure, Test Validity, Predictive Validity
De La Paz, Susan – Assessment for Effective Intervention, 2009
Rubrics are an integral part of many writing programs, and they represent elements of good writing in essays, stories, poems, as well as other genres and forms of text. Although it is possible to use rubrics to teach students about the processes underlying effective writing, a more common practice is to use rubrics as a means of assessment, after…
Descriptors: Writing Strategies, Learning Disabilities, Essays, Writing Instruction
Coleman, Chris; Gregg, Noel; McLain, Lisa; Bellair, Leslie W. – Assessment for Effective Intervention, 2009
In this study, the authors analyzed 2,056 spelling errors produced by 130 young adults (65 with dyslexia, 65 typically achieving), which came from two sources: a standardized spelling test and an impromptu essay-writing task. Students with dyslexia exhibited higher spelling error rates across both tasks. To characterize the inaccurate spelling…
Descriptors: Young Adults, Spelling, Error Patterns, Learning Disabilities
Liu, Yi-Juin; Ortiz, Alba A.; Wilkinson, Cheryl Y.; Robertson, Phyllis; Kushner, Millicent I. – Assessment for Effective Intervention, 2008
Results of an exploratory study of eligibility decisions made for 19 Spanish-speaking English language learners (ELLs), who qualified for special education in early childhood and subsequently received special education reading instruction, are reported. Full and individual evaluations revealed that only 9 students demonstrated significant…
Descriptors: Eligibility, Learning Disabilities, Reading Achievement, Second Language Learning
Banerjee, Manju; Shaw, Stan F. – Assessment for Effective Intervention, 2007
Given the latest reauthorization of the Individuals with Disabilities Education Act (IDEA) and evolving views on the identification of cognitive disabilities in special education, many high school graduates with learning disabilities and/or attention-deficit/hyperactivity disorder will have a Summary of Performance (SOP) in lieu of a recent…
Descriptors: High Schools, Testing Accommodations, Learning Disabilities, Testing
Yell, Mitchell L.; Drasgow, Erik – Assessment for Effective Intervention, 2007
In this article, the authors briefly examine the legal requirements for assessing students' eligibility for special education services. They then analyze the major changes regarding assessment for eligibility determination in the Individuals with Disabilities Education Improvement Act (IDEIA) passed in 2004 and the regulations implementing the…
Descriptors: Eligibility, Disabilities, Special Education, Related Services (Special Education)
Parker, David R.; Banerjee, Manju – Assessment for Effective Intervention, 2007
As increasing numbers of students with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD) transition to postsecondary education, they encounter a heightened need for proficiency with a wide range of learning technologies. Whereas the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA) requires…
Descriptors: Higher Education, College Students, Federal Legislation, Secondary Education
Griffiths, Amy-Jane; VanDerHeyden, Amanda M.; Parson, Lorien B.; Burns, Matthew K. – Assessment for Effective Intervention, 2006
Several approaches to response to intervention (RTI) described in the literature could be blended into an RTI model that would be effective in the schools. An effective RTI model should employ three fundamental variables: (a) systematic data collection to identify students in need, (b) effective implementation of interventions for adequate…
Descriptors: Responses, Intervention, Data Collection, Models
Scruggs, Thomas E.; Mastropieri, Margo A. – Assessment for Effective Intervention, 2006
Batsche, Kavale, and Kovaleski (this issue) have done an outstanding job of summarizing arguments for and against the use of response-to-intervention (RTI) procedures for identifying learning disabilities. In this response, we raise issues relevant to the concept of learning disabilities, the nature of problems associated with standard…
Descriptors: Responses, Intervention, Learning Disabilities, Disability Identification
Vaughn, Sharon; Fuchs, Lynn S. – Assessment for Effective Intervention, 2006
We respond to the comments of Batsche, Kavale, and Kovaleski (this issue), on Response To Intervention (RTI) and learning disabilities. Historically, discrepancy between IQ and achievement has been used by many as a criterion for identification of learning disabilities. Recently, RTI is considered as a practice for identifying consistent and…
Descriptors: Responses, Intervention, Learning Disabilities, Disability Identification
Shapiro, Edward S.; Edwards, Lana; Zigmond, Naomi – Assessment for Effective Intervention, 2005
This article describes a statewide project in which weekly progress monitoring of mathematics was implemented with 120 special education students. Curriculum-based measurement probes for computation and concepts/applications skills were administered weekly over seven months. Students were assessed at levels identified as instructional by their…
Descriptors: Curriculum Based Assessment, Learning Disabilities, Mathematics Skills, Student Evaluation
Previous Page | Next Page ยป
Pages: 1 | 2
