Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
Author
| Fuchs, Lynn S. | 3 |
| Barquero, Laura A. | 1 |
| Bouton, Bobette D. | 1 |
| Cho, Eunsoo | 1 |
| Compton, Donald L. | 1 |
| Deno, Stanley L. | 1 |
| Fuchs, Douglas | 1 |
| Gilbert, Jennifer K. | 1 |
| Toste, Jessica R. | 1 |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
| Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Woodcock Reading Mastery Test | 3 |
| Woodcock Diagnostic Reading… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkToste, Jessica R.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Gilbert, Jennifer K.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette D. – Learning Disability Quarterly, 2014
The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…
Descriptors: Profiles, Grade 1, Intervention, Reading Programs
Download full textFuchs, Lynn S.; Deno, Stanley L. – 1981
Reading placements based on teacher judgment, standardized testing, and curriculum-based assessment were compared for 91 elementary students. Results indicated that although correlations among the three placement approaches were high, the congruency of scores from the three approaches was not, ranging from 48% to 69%. The most dramatic evidence of…
Descriptors: Comparative Analysis, Elementary Education, Evaluation Methods, Grouping (Instructional Purposes)
Fuchs, Lynn S.; And Others – 1982
The effects of aggregation on the reliability of measures of academic performance were explored in two studies. In the first study, 30 elementary-age children were tested four times on the same forms of the Woodcock Reading Mastery Tests and the Ginn 720 Reading Passage measures. Group stability coefficients, within-subject reliability…
Descriptors: Academic Achievement, Elementary Education, Evaluation Methods, Measurement Objectives
