Literaturnachweis - Detailanzeige
| Autor/inn/en | McMaster, Kristen L.; Du, Xiaoqing; Parker, David C.; Pinto, Viveca |
|---|---|
| Titel | Using Curriculum-Based Measurement for Struggling Beginning Writers |
| Quelle | In: TEACHING Exceptional Children, 44 (2011) 2, S.26-34 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| Schlagwörter | Beginning Writing; Early Intervention; Curriculum Based Assessment; Identification; Writing Instruction; Authors; Evaluation; Reading; Writing Difficulties; Handwriting; Writing (Composition); Writing Ability; Spelling; Response to Intervention; Models; At Risk Students; Academic Achievement |
| Abstract | Many students struggle with writing, which impacts their school and lifelong success, but early identification and intervention can help prevent long-term writing problems. Reliable and valid assessment tools are needed for early identification of struggling writers, as well as to monitor their progress and evaluate the effects of early intervention. Curriculum-Based Measurement (CBM) offers one research-based approach to monitoring students' beginning writing progress. In this article, we describe CBM progress monitoring tools for beginning writers, including an overview of the research, a description of some of the promising tools, and a case example of how the tools might be used for progress monitoring. (Contains 3 figures.) (As Provided). |
| Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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