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Neugebauer, Sabina R.; Chafouleas, Sandra M.; Coyne, Michael D.; McCoach, D. Betsy; Briesch, Amy M. – Assessment for Effective Intervention, 2016
The present study examines an ecological model for intervention use to explain student vocabulary performance in a multi-tiered intervention setting. A teacher self-report measure composed of factors hypothesized to influence intervention use at multiple levels (i.e., individual, intervention, and system level) was administered to 54 teachers and…
Descriptors: Vocabulary, Intervention, Preschool Teachers, Kindergarten
Castro-Olivo, Sara M.; Palardy, Gregory J.; Albeg, Loren; Williamson, Ariel A. – Assessment for Effective Intervention, 2014
The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social-emotional interventions due to having high levels of school-related…
Descriptors: Coping, Stress Variables, Hispanic American Students, English Language Learners
Lombardi, Allison R.; Conley, David T.; Seburn, Mary A.; Downs, Andrew M. – Assessment for Effective Intervention, 2013
In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady[TM] School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected…
Descriptors: Factor Analysis, Thinking Skills, Accuracy, Validity
Stoolmiller, Michael; Biancarosa, Gina; Fien, Hank – Assessment for Effective Intervention, 2013
Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence,…
Descriptors: School Personnel, Reading Fluency, Emergent Literacy, Psychometrics
Argyropoulos, Vassilios; Sideridis, Georgios D.; Botsas, George; Padeliadu, Susana – Assessment for Effective Intervention, 2012
The purpose of the present study was to assess self-regulation of students with visual impairments across two academic subjects, language and math. The participants were 46 Greek students with visual impairments who completed self-regulation measures across the subject matters of language and math. Initially, the factorial validity of the scale…
Descriptors: Visual Impairments, Self Evaluation (Individuals), Mathematics, Metacognition
Williams, Thomas O., Jr.; Fall, Anna-Maria; Eaves, Ronald C.; Darch, Craig; Woods-Groves, Suzanne – Assessment for Effective Intervention, 2007
The factor structure of the "KeyMath--Revised Normative Update" (KMR-NU) "Form A" was analyzed using data from a sample of 130 students. The KMR-NU is composed of 13 subtests that are purported to measure three important aspects of math ability: Basic Concepts, Operations, and Applications. A confirmatory factor analysis…
Descriptors: Mathematical Models, Goodness of Fit, Academic Ability, Mathematics
Burke, Mack D.; Hagan-Burke, Shanna – Assessment for Effective Intervention, 2007
The purpose of this study was to examine the concurrent criterion-related (or convergent) validity of first grade measures from the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS; Good & Kaminski, 2002). The DIBELS subtests of Phoneme Segmentation Fluency, Nonsense Word Fluency, Oral Reading Fluency, Retell Fluency, and…
Descriptors: Reading Fluency, Norm Referenced Tests, Validity, Emergent Literacy