Selecting and Designing Measurements to Track the Reading Progress of Students with Disabilities

Autor/inn/en	Austin, Christy R.; Filderman, Marissa J.
Titel	Selecting and Designing Measurements to Track the Reading Progress of Students with Disabilities
Quelle	In: Intervention in School and Clinic, 56 (2020) 1, S.13-21 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451220910736
Schlagwörter	Evaluation Methods; Measures (Individuals); Reading Achievement; Students with Disabilities; Intervention; Special Education Teachers; Evidence Based Practice; Reading Instruction; Progress Monitoring; Individualized Instruction; Curriculum Based Assessment; Reliability; Validity; Elementary School Students + Suchen Sie Ihr Suchwort? Messdaten; Leseleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseunterricht; Individualisierender Unterricht; Reliabilität; Gültigkeit
Abstract	To support students with disabilities who do not respond to typically effective reading intervention, special education teachers are expected to implement evidence-based practices for intensifying intervention. Data-based individualization is an effective, evidence-based practice recommended in research to intensify intervention, but requires knowledge and skills in data use that many teachers are not trained for. This article provides guidance for teachers to select appropriate tools for measuring progress during the data-based individualization process. In addition, guidelines for how to design appropriate mastery measures based on a student's individual weaknesses and information gathered from progress monitoring are provided. Together, these data provide a foundation for making sound decisions on when and how to adjust reading intervention to meet student needs. (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	2024/1/01