Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties.

A variety of early literacy assessments are available to monitor student response to instruction in early reading skills. The purpose of this study was to explore the degree to which growth during the second half of kindergarten on measures of alphabetic principle (i.e.

The influence of procedural characteristics on within-case effect sizes for academic outcomes.

Single-case experimental designs (SCEDs) have been used with increasing frequency to identify evidence-based interventions in education. The purpose of this study was to explore how several procedural characteristics, including within-phase variability (i.e.

Accuracy of progress monitoring decision rules to evaluate response to instruction with two computer adaptive tests.

Computer adaptive tests have become popular assessments to screen students for academic risk. Research is emerging regarding their use as progress monitoring tools to measure response to instruction. We evaluated the accuracy of the trend-line decision rule when applied to outcomes from a frequently used reading computer adaptive test (i.

A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance.

Despite considerable knowledge of the factors that influence initial intervention response, little is known about how to sustain successful intervention response over time. The current study examined spring literacy outcomes for kindergarten (n = 177), second (n = 149), and third grade students (n = 204) who successfully exited an evidence-based tutoring program during the fall semester. Successful responders in kindergarten, second, and third grade were randomly assigned by school to receive either no follow-up support or access to a once-weekly oral practice session.

Development and validity of the Rating Scales of Academic Skills for Reading Comprehension.

The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described-the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on 177 students. Each teacher rated students who had been identified through school-based universal screening to be below the 25th percentile, between the 25th and 74th percentile, and at or above the 75th percentile on national normative standards.

Comparing computer adaptive and curriculum-based measures of math in progress monitoring.

The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening assessments (i.e.

Use of a Measure of Reading Comprehension to Enhance Prediction on the State High Stakes Assessment.

The current study examined the diagnostic accuracy of two screening measures of risk for future difficulties in reading comprehension, as well as the degree to which adding a screening measure of reading comprehension enhanced the prediction of Oral Reading Fluency to outcomes of student reading performance on the state high stakes assessment for grades 3 through 5. Data from fall and winter assessments of the DIBELS Oral Reading Fluency (DORF) and 4Sight Benchmark Assessment (4Sight) measures along with outcomes on the Pennsylvania System of School Assessment (PSSA) across a total of 1000 students from 6 schools were examined using indices of diagnostic efficiency, ROC curve, and logistic regression analyses. Results showed that the addition of a measure of reading comprehension (4Sight) to DORF enhanced the decision making process for identifying students at risk for reading difficulties, especially for those students at higher elementary grades and those who achieved benchmark levels on the DORF.