Download or read book Using Curriculum based Measurement to Screen Measure and Increase Students Oral Reading Fluency written by Michael A. Goffredo and published by . This book was released on 2003 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Curriculum Based Measurement written by John Hosp and published by Dude Publishing. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reference guide provides an overview of the purposes and uses of curriculum-based measurement (CBM), a standardized approach to assessing student performance in order to inform educational and instructional decision making. This guide is designed for teachers, administrators, and other educators who are considering using CBM, want an introduction to CBM, or need a quick and easy reference. It is also useful for educators to use with parents and students as an introduction to CBM. Written by two of the authors of the national bestseller, The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement.
Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Download or read book The ABCs of CBM Second Edition written by Michelle K. Hosp and published by Guilford Publications. This book was released on 2016-04-05 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Machine generated contents note: 1. What Is CBM and Why Should I Do It? -- 2. CBM for Assessment and Problem Solving -- 3. How to Conduct Early Reading CBM -- 4. How to Conduct Reading CBM -- 5. How to Conduct Spelling CBM -- 6. How to Conduct Writing CBM -- 7. How to Conduct Early Numeracy CBM -- 8. How to Conduct Math CBM -- 9. How to Conduct Content-Area CBM -- 10. Charting and Graphing Data to Help Make Decisions -- 11. Planning to Use CBM--and Keeping It Going -- Appendix A. Norms for Early Reading CBM, OPR CBM, and Maze CBM -- Appendix B. Reproducible Quick Guides and Forms for Conducting CBM -- References -- Index
Download or read book Curriculum Based Assessment for Instructional Design written by Matthew K. Burns and published by Guilford Publications. This book was released on 2014-03-19 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. In a convenient large-size format, the book includes reproducible forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Download or read book Investigating the Effects of a Repeated Reading Intervention for Increasing Oral Reading Fluency with Primary Braille reading Students Using Curriculum based Measurement Within a Response to Intervention Framework written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the predictive validity of early reading skills for future reading proficiency, early assessment and intervention in the primary grades are of vital importance. The stakes are particularly high for those students who are deemed "at risk" for current and future reading problems. Students who are blind and read braille may be at enhanced risk for literacy problems relating, for example, to reading speed and accuracy, or oral reading fluency (ORF) (Coppins & Barlow-Brown, 2006). However, the field of visual impairment lacks a "body of empirically-based, experimental research" to inform the development and use of interventions to address such reading challenges (Ferrell, Mason, Young, & Cooney, 2006, p. 4). The purpose of this study is to build on the limited repeated reading research that shows promise for improving ORF for students with visual impairments, targeting braille-reading students evidencing ORF-related challenges in the critical primary grades. The intervention design was informed by the Instructional Hierarchy's (Raring, Lovitt, Eaton, & Hansen, 1978) stage model of learning such that the intervention was matched to the skill-based needs of the participants (Daly & Martens, 1994). Accordingly, the intervention drew heavily on empirically validated best practices, employing curriculum based measurement (CBM) and user-friendly assessment materials to investigate the effects of a repeated reading intervention on ORF within a Response to Intervention (RTI) framework. A nonconcurrent multiple baseline design was used to investigate whether there was a functional relationship between the implementation of the repeated reading intervention and ORF and comprehension. Participants' response to the intervention was measured using assessment materials designed as High Content Overlap (HCO) passages and Low Content Overlap (LCO) passages. The study also investigated the social validity of the intervention for teachers for students with visual impairments (TVIs).
Download or read book Differentiated Reading Instruction written by Sharon Walpole and published by Guilford Press. This book was released on 2007-01-24 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
Download or read book The Comprehension Toolkit written by Stephanie Harvey and published by Heinemann Educational Books. This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grades 3-6 "Active literacy is the means to deeper understanding and diverse, flexible thinking, and is the hallmark of our approach to teaching and learning. Reading, writing, talking, listening, and investigating are the cornerstones of active literacy. The Toolkit captures the language of thinking we use to explicitly teach kids to comprehend the wide variety of informational text they encounter. Through the Toolkit lessons, we demonstrate how the kids adopt and adapt our teaching language as their learning language." - Stephanie Harvey and Anne Goudvis In The Comprehension Toolkit, Stephanie Harvey and Anne Goudvis have created an intensive curricular resource designed to help students understand, respond to, and learn from nonfiction text. By actively engaging students in reading, talking, and writing about information and ideas, The Comprehension Toolkit provides a foundation for developing independent readers and learners across the curriculum and throughout the school year. Framed around the Gradual Release of Responsibility approach, The Comprehension Toolkit provides scaffolded comprehension strategy instruction. First through modeling and guided practice, then releasing responsibility to students through collaborative practice, independent practice, and application, the Toolkit's lessons teach students to use comprehension strategies flexibly in a variety of texts, topics, and subject areas. Professional Support A series of resources introduce, support, and extend the Toolkit's core lessons. The Teacher's Guide outlines the thinking behind the Toolkit and describes its components, instructional design, and assessment options. The Resources for The Comprehension Toolkit CD-ROM provides an array of print and video resources including a photographic overview of an Active Literacy Classroom, downloadable research articles, templates, assessment masters, and full-colour lesson text. Extend and Investigate helps you extend the Toolkit's comprehension strategies across the curriculum and throughout the year. It provides strategies for content area reading and research, textbook reading, test reading, and a variety of practical bibliographies. 6 Strategy Clusters The 26 strategy lessons in The Comprehension Toolkit are organized into six Strategy Cluster books. Informational Text A series of short, engaging, real-world informational texts provide an effective context for using and practising the Toolkit's comprehension strategies. The Source Book of Short Text provides two kinds of nonfiction text: Lesson Text, 24 articles from children's magazines; and Nonfiction Short Text, 43 short informational articles specially written for the Toolkit.
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Fluent Reader written by Timothy V. Rasinski and published by Scholastic Inc.. This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Download or read book RTI Toolkit written by Jim Wright and published by National Professional Resources Inc./Dude Publishing. This book was released on 2007 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will provide school administrators and teachers with the essential techniques, resources, and guidelines to start a comprehensive “Response To Intervention” process in their own schools. The reader will learn how to: · Help stakeholders “buy-in” to the RTI process · Inventory and organize intervention resources · Create research-based and classroom-friendly student intervention plans · Set objective goals for student improvement · Apply decision rules to determine when a student who fails to respond to intervention should be referred
Download or read book Curriculum based Measurements of Oral Reading Fluency in the Second Grade as a Predictor of Achievement on the Washington Assessment of Student Learning in the Fourth Grade written by Sara Katherine Jones and published by . This book was released on 2007 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Response to Intervention written by Meghan Lynn Geer and published by . This book was released on 2008 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying interventions for improving reading achievement is critical as the Response to Intervention (RTI) model poses a new means of delivering services by identifying at-risk students, delivering interventions, and evaluating the effectiveness of the interventions. The current study focused on the use of a problem validation model for identifying an academic problem and using single-case, increasing intensity designs to create an RTI model for evaluating oral reading fluency difficulties. Four elementary school students were identified with oral reading fluency deficits through problem validation screening. The effects of different treatment conditions were examined using brief experimental analysis, and intervention packages were created for each student. Treatment progress was monitored weekly using oral reading fluency curriculum-based measurements as well as school-wide CBM benchmarking. Summary statistics and growth rates were utilized to analyze intervention effectiveness. Results indicated that two of the four students' growth rates exceeded that of classroom peers. Strengths and limitations of the interventions as well as future research is discussed.
Download or read book Issues in Educating Students With Disabilities written by John Wills Lloyd and published by Routledge. This book was released on 2014-05-01 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contributors to this volume represent the most prominent researchers and thinkers on issues in educating students with and without disabilities. The book captures the most current thinking, research, and analysis on the full range of issues in educating students with learning disabilities, from its definition to the most recent case law and interpretations of federal law on educating these students in the general education classroom. The contributors' words speak sufficiently, mellifluously, and exactingly about their contributions to the education of all students, in particular those with disabilities. This book of essays was written to pay tribute to Barbara D. Bateman, who -- along with Sam Kirk -- coined the term "learning disabilities." Its content reflects the significance of her contributions to the field of special education.
Download or read book RTI in Literacy written by Peter H. Johnston and published by International Reading Assoc.. This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "[Book title] adopts a preventive--or responsive--stance on RTI, offering a critical analysis of problematic current practices along with clear examples and logic for more appropriate practices. By focusing on quality instructional practices instead of measurement identification, you will learn how your school can truly capitalize on the promise of RTI in literacy."--Back cover.
Download or read book Use of Three Probes Versus One Probe in Curriculum based Measurement Benchmarking Procedures for Reading Fluency written by Michael Robert Porter and published by . This book was released on 2012 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current procedures used in AIMSweb's Oral Reading Fluency Curriculum-Based Measurement Benchmarking require that students be administered three probes and the student's median score used in further decision making (Howe & Schinn, 2002). While the administration of three probes is the current procedures, there is no research available that indicates that this needs to be done to obtain a valid score. The data used in this study were historical data from the Fall and Winter 2011-2012 benchmarking taken by approximately 400 students from an elementary school in the upper Midwest in grades two through five. The data were analyzed to determine whether the same students who were flagged due to being at or below the designated cutoff points using the median score were also flagged by being at or below the cutoff points using the score on the first probe. While there were differences in the scores and some students did switch the level at which they were flagged, almost all of the students in the study that were flagged using the median score were also flagged using only the first probe administered. This indicates that there is a need for further research in this area.
Download or read book Standards for the Assessment of Reading and Writing written by IRA/NCTE Joint Task Force on Assessment and published by International Reading Assoc.. This book was released on 2009-12-03 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.
