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Shamir, Haya – Journal of Educational Multimedia and Hypermedia, 2018
Assessing students' emerging literacy skills is crucial for identifying areas where a child may be falling behind and can lead directly to an increased chance of reading success. The Waterford Assessment of Core Skills (WACS), a computerized adaptive test of early literacy for students in prekindergarten through 2nd grade, addresses this need.…
Descriptors: Computer Assisted Testing, Adaptive Testing, Reading Tests, Preschool Children
Herrington, Theresa M. – ProQuest LLC, 2018
The objective of this retrospective study was to determine if second grade Stanford 10 (SAT10) reading and/or language scale scores were predictive of AIMS reading outcomes in third grade, thereby providing a means to identify third grade students at risk of retention in accordance with Arizona's (MOWR) legislation. Early identification of…
Descriptors: Grade 2, Elementary School Students, Reading Tests, Language Tests
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Tavassolie, Tanya; López, Claudia; De Feyter, Jessica; Hartman, Suzanne C.; Winsler, Adam – Journal of Educational Research, 2018
Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school…
Descriptors: Migrants, Preschool Children, School Readiness, Longitudinal Studies
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Hawley, Leslie R.; Bovaird, James A.; Wu, ChaoRong – Applied Measurement in Education, 2017
Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the…
Descriptors: Value Added Models, Reliability, Multivariate Analysis, Scaling
Anglin, Terri Lynn – ProQuest LLC, 2017
The purpose of this ex post facto study was to compare the effect the Read Well and the Reading Street curriculums had on achievement test scores. Data from the "Stanford Achievement Test, 10th ed." (SAT10) were examined using total reading scale scores for males and females at the kindergarten and first- and second-grade levels. Three…
Descriptors: Comparative Analysis, Rural Schools, Reading Instruction, Elementary School Curriculum
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Jacob, Robin; Armstrong, Catherine; Bowden, A. Brooks; Pan, Yilin – Journal of Research on Educational Effectiveness, 2016
This study evaluates the impacts and costs of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in under-resourced elementary schools. The evaluation uses an experimental design. Students were randomly assigned within 19 different Reading Partners sites to a program or control…
Descriptors: Volunteers, Tutorial Programs, Randomized Controlled Trials, Tutors
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Brighton, Catherine M.; Moon, Tonya R.; Huang, Francis H. L. – Journal for the Education of the Gifted, 2015
This study of advanced readers in Reading First (RF) classrooms was part of a larger evaluation of one state's RF implementation. The study's purposes were to (a) assess the longitudinal growth of advanced primary readers as compared with their non-advanced-reading peers over a 3-year timeframe and (b) determine the degree to which RF classrooms…
Descriptors: Reading Achievement, Grade 1, Academically Gifted, Elementary School Students
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Koon, Sharon; Petscher, Yaacov – Regional Educational Laboratory Southeast, 2015
The purpose of this report was to explicate the use of logistic regression and classification and regression tree (CART) analysis in the development of early warning systems. It was motivated by state education leaders' interest in maintaining high classification accuracy while simultaneously improving practitioner understanding of the rules by…
Descriptors: Classification, Regression (Statistics), Models, At Risk Students
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Petscher, Yaacov; Quinn, Jamie M.; Wagner, Richard K. – Developmental Psychology, 2016
Conceptualizations of developmental trends are driven by the particular method used to analyze the period of change of interest. Various techniques exist to analyze developmental data, including individual growth curve analysis in observed and latent frameworks, cross-lagged regression to assess interrelations among variables, and multilevel…
Descriptors: Individual Development, Correlation, Longitudinal Studies, Oral Reading
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Ball, Carrie R.; Finch, W. Holmes; Gettinger, Maribeth – Preventing School Failure, 2014
Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the…
Descriptors: Kindergarten, At Risk Students, Classroom Environment, Context Effect
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Huang, Francis L.; Moon, Tonya R.; Boren, Rachel – Reading & Writing Quarterly, 2014
The Matthew effect, where good readers get increasingly better over time compared to relatively lower-ability readers, is an often cited phenomenon in reading research. However, researchers have not always found empirical evidence supporting a Matthew effect. We used hierarchical growth curve modeling to test for the presence of the Matthew effect…
Descriptors: Reading Achievement, Achievement Gains, Achievement Gap, Longitudinal Studies
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Koon, Sharon; Petscher, Yaacov; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2014
This study examines whether the classification and regression tree (CART) model improves the early identification of students at risk for reading comprehension difficulties compared with the more difficult to interpret logistic regression model. CART is a type of predictive modeling that relies on nonparametric techniques. It presents results in…
Descriptors: At Risk Students, Reading Difficulties, Identification, Reading Comprehension
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Hosp, John L.; Suchey, Nicole – School Psychology Review, 2014
Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…
Descriptors: Reading Fluency, Reading Comprehension, Reading Tests, Reading Ability
Foorman, Barbara R.; Petscher, Yaacov; Schatschneider, Chris – Florida Center for Reading Research, 2015
The grades K-2 Florida Center for Reading Research (FCRR) Reading Assessment (FRA) consists of computer-adaptive alphabetic and oral language screening tasks that provide a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 40th percentile) on the word reading (in kindergarten) or reading comprehension (in grades…
Descriptors: Reading Instruction, Reading Tests, Kindergarten, Grade 1
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Sanford, Amanda Kathleen; Park, Yonghan; Baker, Scott K. – Journal of Special Education, 2013
The reading growth of 1,422 second- and third-grade students in special education was examined in the context of schools with 1 and 3 years of experience with Oregon Reading First. Findings suggested that (a) experience with Reading First was associated with greater student reading growth regardless of special education status, (b) students in…
Descriptors: Elementary School Students, Grade 2, Grade 3, Special Education
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