Literaturnachweis - Detailanzeige
Autor/inn/en | Tindal, Gerald; Nese, Joseph F. T.; Stevens, Joseph J.; Alonzo, Julie |
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Titel | Growth on Oral Reading Fluency Measures as a Function of Special Education and Measurement Sufficiency |
Quelle | In: Remedial and Special Education, 37 (2016) 1, S.28-40 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932515590234 |
Schlagwörter | Reading Fluency; Oral Reading; Reading Skills; Measures (Individuals); Progress Monitoring; Response to Intervention; Learning Disabilities; Hierarchical Linear Modeling; Special Education; Grade 3; Grade 4; Grade 5; Elementary School Students; Demography; Reading Achievement; Student Evaluation Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Messdaten; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Demografie; Leseleistung; Schulnote; Studentische Bewertung |
Abstract | For 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. First, we document teachers' progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to administer them. Then, we use a two-level hierarchical linear model to document the effects on both intercept and slope as a function of student special education status and measurement sufficiency. Across Grades 3 to 5, teachers diagnostically document student performance with different grade-level measures and also target a group of Tier 2 students to monitor early and systematically throughout the year. This latter group starts out much lower but has a significantly different slope than those for whom progress monitoring is more diagnostic and infrequent. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |