Concurrent Validity of the Independent Reading Level Assessment Framework and a State Assessment

Autor/inn/en	Ralston, Nicole C.; Waggoner, Jacqueline M.; Tarasawa, Beth; Jackson, Amy
Titel	Concurrent Validity of the Independent Reading Level Assessment Framework and a State Assessment
Quelle	In: Journal of At-Risk Issues, 19 (2016) 2, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Validity; Independent Reading; Reading Tests; Measurement; Screening Tests; Response to Intervention; Curriculum Based Assessment; Reading Fluency; Correlation; Common Core State Standards; Grade 3; Grade 4; Grade 5; Elementary School Students; Standardized Tests; Achievement Tests; Oregon + Suchen Sie Ihr Suchwort? Gültigkeit; Freies Lesen; Lesetest; Messverfahren; Screening-Verfahren; Korrelation; Common core curriculum; Curriculum; Kerncurriculum; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study investigates the use of screening assessments within the increasingly popular Response to Intervention (RTI) framework, specifically seeking to collect concurrent validity evidence on one potential new screening tool, the Independent Reading Level Assessment (IRLA) framework. Furthermore, this study builds on existing literature by disaggregating the validity evidence across grade, program, and race/ethnicity to better understand how the assessment functions amongst varying demographic categories. We add to the limited research base of evidence that the IRLA tool may be an important instrument for bridging the gap between screening and providing intensive, systematic instruction as detailed by the What Works Clearinghouse (Gersten et al., 2008). (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01