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ERIC Number: EJ769660
Record Type: Journal
Publication Date: 2007-Aug
Pages: 23
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0922-4777
The Effectiveness of Classroom-Based Instructional Assessments for Progress Monitoring Purposes in Texas Reading First Schools
Romain, Melissa A.; Millner, Keith A.; Moss, Victoria E.; Held, Marguerite
Reading and Writing: An Interdisciplinary Journal, v20 n6 p619-641 Aug 2007
The purpose of this article was twofold. First, the assessment materials from four core reading programs were informally reviewed for their adherence to Texas Reading First progress monitoring guidelines for kindergarten and the beginning of Grade 1. Conclusions support existing concerns regarding the variability in the quality and quantity of assessment materials within and across programs as well as concerns about whether the materials lend themselves to progress monitoring purposes at 2-week intervals for students who are struggling readers. Second, recommendations are made for the development of progress monitoring tools that are concise, easy for teachers to use, and that provide clear guidelines regarding the use of progress monitoring data to drive instruction. Accordingly the recent development of a progress monitoring tool that parallels the Texas Primary Reading Inventory (TPRI), which is an assessment tool used in approximately 95% of Texas Reading First schools was discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas