NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
What Works Clearinghouse Rating
Showing all 15 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
King, Kathleen R.; Gonzales, Christine Rivera; Reinke, Wendy M. – Journal of Emotional and Behavioral Disorders, 2019
Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic…
Descriptors: At Risk Students, Behavior Problems, Elementary School Students, Reading Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Clemens, Nathan H.; Hsiao, Yu-Yu; Simmons, Leslie E.; Kwok, Oi-man; Greene, Emily A.; Soohoo, Michelle M.; Henri, Maria A.; Luo, Wen; Prickett, Christopher; Rivas, Brenna; Otaiba, Stephanie Al – Assessment for Effective Intervention, 2019
Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who…
Descriptors: Predictive Validity, Kindergarten, Progress Monitoring, Curriculum Based Assessment
Peer reviewed Peer reviewed
Direct linkDirect link
Tusing, Mary E.; Breikjern, Nicholle A. – Journal of Applied School Psychology, 2017
Educators increasingly need to evaluate schoolwide reform efforts; however, complex program evaluations often are not feasible in schools. Through a case example, we provide a heuristic for program evaluation that is easily replicated in schools. Criterion-referenced interpretations of schoolwide screening data were used to evaluate outcomes…
Descriptors: Curriculum Based Assessment, Program Evaluation, School Psychologists, Heuristics
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Jennifer Sun; Vanderwood, Michael L.; Lee, Catherine Y. – Educational Assessment, 2016
This study examined the predictive validity of curriculum-based measures in reading for Spanish-speaking English learners (ELs) at various levels of English proficiency. Third-grade Spanish-speaking EL students were screened during the fall using DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity was examined in relation to spring…
Descriptors: Predictive Validity, Curriculum Based Assessment, English Language Learners, Language Proficiency
Peer reviewed Peer reviewed
Direct linkDirect link
McGowan, Mark R.; Runge, Timothy J.; Pedersen, Jason A. – Roeper Review, 2016
This study examined the utility of curriculum-based measures of oral reading fluency (ORF) to distinguish between gifted and general education students. Differences in reading proficiency and growth rate were assessed using cross-sectional data from more than 900 students in second through fifth grade who regularly participated in their district's…
Descriptors: Curriculum Based Assessment, Talent Identification, Academically Gifted, Oral Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Doty, Sara J.; Hixson, Michael D.; Decker, Dawn M.; Reynolds, Jennifer L.; Drevon, Daniel D. – Journal of Psychoeducational Assessment, 2015
Two studies explored the technical adequacy of various measures of advanced phonics skills. In Study 1, the advanced phonics measures consisted of pseudowords, real words, or a combination of both. Participants included 39 students in the third grade. Test-retest correlations for all measures were above 0.8 and interrater reliability was high.…
Descriptors: Achievement Tests, Reading Tests, Phonics, Reliability
Peer reviewed Peer reviewed
Direct linkDirect link
Fan, Chung-Hau; Hansmann, Paul R. – Assessment for Effective Intervention, 2015
Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The…
Descriptors: Generalizability Theory, Response to Intervention, Progress Monitoring, Decision Making
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Kelli Caldwell; Bell, Sherry Mee; McCallum, R. Steve – Journal of Psychoeducational Assessment, 2015
Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were…
Descriptors: Reading Rate, Reading Comprehension, Curriculum Based Assessment, High Stakes Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Sandberg Patton, Karen L.; Reschly, Amy L.; Appleton, James – Educational Assessment, 2014
With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local…
Descriptors: Curriculum Based Assessment, Reading Tests, Test Norms, Local Norms
Peer reviewed Peer reviewed
Direct linkDirect link
Clemens, Nathan H.; Shapiro, Edward S.; Wu, Jiun-Yu; Taylor, Aaron B.; Caskie, Grace L. – Journal of Learning Disabilities, 2014
This study compared the validity of progress monitoring slope of nonsense word fluency (NWF) and word identification fluency (WIF) with early first-grade readers. Students ("N" = 80) considered to be at risk for reading difficulty were monitored with NWF and WIF on a 1-2 week basis across 11 weeks. Reading skills at the end of first…
Descriptors: Progress Monitoring, Grade 1, Elementary School Students, Emergent Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
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
Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2013
In this technical report, we present the results of a study to gather criterion-related evidence for Grade 2-5 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Gates-MacGinitie Reading Tests and the Dynamic…
Descriptors: Curriculum Based Assessment, Reading Tests, Validity, Correlation
Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2013
In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Dynamic Indicators of Basic Early Literacy…
Descriptors: Curriculum Based Assessment, Reading Tests, Validity, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Atkins, Trent L.; Cummings, Kelli D. – Rural Special Education Quarterly, 2011
The purpose of this study was to document the relationship between two commonly-used indicators of reading proficiency (i.e., Oral Reading Fluency [ORF] and Retell Fluency [RTF]) and two reading outcome tests in the state of Montana. Third and fourth grade students were assessed over 1 school year (2005-2006). Each student was assessed at three…
Descriptors: Oral Reading, Reading Fluency, Reading Tests, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Bolt, Sara E. – California School Psychologist, 2005
Considerable variation exists across response-to-intervention (RTI) approaches. There is currently insufficient research on outcomes associated with these different RTI approaches to inform decision-making. However, school psychologists who are asked to work within an RTI model need guidance to select an approach that has a high likelihood of…
Descriptors: Student Needs, Problem Solving, Kindergarten, Reading Difficulties