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Can Curriculum-Embedded Measures Predict the Later Reading Achievement of Kindergarteners at Risk of Reading Disability?
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Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
The Effects and Interactions of Student, Teacher, and Setting Variables on Reading Outcomes for Kindergarteners Receiving Supplemental Reading Intervention
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Hagan-Burke, Shanna; Coyne, Michael D.; Kwok, Oi-man; Simmons, Deborah C.; Kim, Minjung; Simmons, Leslie E.; Skidmore, Susan T.; Hernandez, Caitlin L.; McSparran Ruby, Maureen – Journal of Learning Disabilities, 2013
This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two…
Descriptors: Reading Instruction, Student Characteristics, Teacher Characteristics, Kindergarten