NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Curriculum-Based Measurement of Reading: Accuracy of Recommendations from Three-Point Decision Rules
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Van Norman, Ethan R.; Christ, Theodore J. – School Psychology Review, 2016
Despite their widespread use, there is little research to support the accuracy of curriculum-based measurement of reading progress monitoring decision rules. The purpose of this study was to investigate the accuracy of a common data point decision rule. This study used a three-point rule with a goal line of 1.50 words read correctly per minute…
Descriptors: Curriculum Based Assessment, Reading Tests, Accuracy, Progress Monitoring
Oral Reading Miscues and Their Relation to Silent Reading Comprehension in Children with and without Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Dennis, Minyi Shih; Bryant, Brian R.; Calhoon, Mary Beth – International Journal for Research in Learning Disabilities, 2016
Oral reading fluency (ORF) has been widely used as a measure of students' overall reading competency. However, accuracy, or words correct per minute (wcpm), derived from ORF testing may not reveal all aspects of a student's reading abilities. The present study investigated the oral reading miscue patterns of students with and without learning…
Descriptors: Oral Reading, Reading Fluency, Reading Comprehension, Silent Reading
Children Rectify Inequalities for Disadvantaged Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Elenbaas, Laura; Killen, Melanie – Developmental Psychology, 2016
Children's decisions regarding the allocation of societal resources in the context of preexisting inequalities were investigated. African American and European American children ages 5 to 6 years (n = 91) and 10 to 11 years (n = 94) judged the acceptability of a medical resource inequality on the basis of race, allocated medical supplies,…
Descriptors: Social Influences, Social Justice, Social Bias, African American Children
The Effects of Tulsa's CAP Head Start Program on Middle-School Academic Outcomes and Progress
Peer reviewed Peer reviewed
Direct linkDirect link
Phillips, Deborah; Gormley, William; Anderson, Sara – Developmental Psychology, 2016
This study presents evidence pertinent to current debates about the lasting impacts of early childhood educational interventions and, specifically, Head Start. A group of students who were first studied to examine the immediate impacts of the Tulsa, Oklahoma, Community Action Project (CAP) Head Start program were followed-up in middle school,…
Descriptors: Early Childhood Education, Intervention, Program Effectiveness, Economically Disadvantaged
Differential Influences of Affective Factors and Contextual Factors on High-Proficiency Readers and Low-Proficiency Readers: A Multilevel Analysis of PIRLS Data from Hong Kong
Peer reviewed Peer reviewed
Direct linkDirect link
Tse, Shek Kam; Xiao, Xiao-yun – Large-scale Assessments in Education, 2014
Background: This study examined the impact of the reading-related affective factors "home environment" and school "environment" on predicting the likelihood of students being either high-proficiency or low-proficiency readers. Data from 3,875 Hong Kong SAR Grade 4 students participating in an international comparative…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Reading Skills
Using Student Performance during a Reading Intervention to Predict Student Outcomes and Performance on Accountability Measures of Reading
Direct linkDirect link
Parson, Lorien – ProQuest LLC, 2012
An existing data set for a sample of 3rd grade students was used to determine the relationship between performance during a reading intervention and short-term achievement test outcomes, and long-term risk status. Students participated in a reading intervention, one-on-one practice with a trained adult, during which weekly curriculum based…
Descriptors: Grade 3, Reading Instruction, Intervention, Elementary School Students