Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree…

The present study examined the reliability of an achievement test to measure the efficacy of task-based writing activities to improve Iranian EFL learners' reading comprehension at the intermediate level in a private language institute in Ilam, Iran, namely Alefba language institute. To achieve the goal, the techniques for evaluating reliability…

Illustrates ways to link the motivating power and efficiency of the computer to the effectiveness and necessity of traditional teaching practice and criterion referenced testing in order to assess and teach spelling. (FL)

Describes the development and application of a kinesthetic sensitivity test to determine whether it is a valid and reliable measure of straight-copy typing speed and accuracy. The author states that this kinesthetic sensitivity instrument may be used as a prognostic aptitude test and recommends administration methods. (MF)

This report was written to provide guidance in the development and evaluation of alternative instructional approaches that hold promise of improving instructional effectiveness. The main focus of the report is on how to identify and test interactive relationships between individual differences among learners and instructional conditions or…

The Wisconsin Design for Reading Skill Development is a vehicle for implementing a skills-centered approach to reading instruction. The components of the design are (1) management guidelines; (2) an essential skills list for six areas (word attack, comprehension, study skills, self-directed reading, interpretive reading, and creative reading) and…

The Beginning Teacher Evaluation Study (BTES), Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and pupil behaviors and other factors which could influence each of them and…