The impact of the good behavior game on writing quantity and quality.

Results from research indicate writing is a critical skill linked to several academic outcomes. To promote improvements in writing quantity and quality, intervention might target increasing students' academic engagement during time designated to practice writing. The purpose of this study was to implement an evidence-based classwide behavioral intervention, the Good Behavior Game (GBG), during daily writing practice time in two classrooms.

Concurrent validity and classification accuracy of curriculum-based measurement for written expression.

The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect Writing Sequences (CMIWS). Fourth grade students (n = 109) from 6 schools participated in the study.

Incremental and predictive utility of formative assessment methods of reading comprehension.

Formative assessment measures are commonly used in schools to assess reading and to design instruction accordingly. The purpose of this research was to investigate the incremental and concurrent validity of formative assessment measures of reading comprehension. It was hypothesized that formative measures of reading comprehension would contribute more to our understanding of students' overall reading abilities than simply oral reading fluency (ORF).