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ERIC Number: EJ1030150
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1047-4412
Capitalizing on Curriculum-Based Measurement for Reading: Collaboration within a Response to Instruction Framework
Weiss, Stacy L.; Friesen, Amber
Journal of Educational & Psychological Consultation, v24 n2 p96-109 2014
Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions made by collaborative teams of school professionals. Although these measures are relatively quick to administer, their usage is often limited to rate and accuracy scores to identify struggling students and monitor oral reading fluency. As schools make substantial investments to collect the assessment data, it is important to consider what else might be understood about struggling readers from this individually administered reading assessment. In this article we describe how to assess students' prosody and word recognition errors to inform school professionals about students' needs. This additional data from CBMs can inform the collaboration among school professionals to plan more targeted instruction for struggling readers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A