Assessing Response to Basic Concept Instruction: Preliminary Evidence with Children Who Are Deaf

Autor/inn/en	Bowers, Lisa M.; Schwarz, Ilsa
Titel	Assessing Response to Basic Concept Instruction: Preliminary Evidence with Children Who Are Deaf
Quelle	In: Communication Disorders Quarterly, 34 (2013) 4, S.221-231 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740112469662
Schlagwörter	Deafness; Partial Hearing; Progress Monitoring; Fundamental Concepts; Concept Formation; Student Evaluation; Vocabulary Development; Measures (Individuals); Intervention; Evidence; Emergent Literacy; Rating Scales; Preschool Children; Boehm Test of Basic Concepts; Bracken Basic Concept Scale; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Grundlagenplan; Konzept; Concept learning; Begriffsbildung; Schulnote; Studentische Bewertung; Wortschatzarbeit; Messdaten; Evidenz; Frühleseunterricht; Rating-Skala; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Research has demonstrated that academic success is significantly related to word knowledge. Basic concept words are important because of their use in classroom directions and assessment instructions. It is important that educators assess a child's understanding of basic concept vocabulary at school entry. For children who demonstrate basic concept deficits, progress monitoring is needed to make certain that they acquire these vocabulary items through instruction. This preliminary study used a single-participant design to determine whether an experimental basic concept-curriculum based measure (BC-CBM) was able to accurately assess and monitor progress in basic concept acquisition as a result of instruction. Four children who were deaf or hard of hearing (M age = 4 years 6 months) participated in the experiment. Results revealed that the BC-CBM scores improved during intervention. The results of this experiment provide evidence to support the development of additional larger scale field-testing of the BC-CBM. (Contains 2 tables and 6 figures.) (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	2017/4/10