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Scaffolds and Spelling in Preschool: Using a Movable Alphabet to Measure Early Literacy
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| 2 |
WV Writes and Westest 2 online writing: the impact of writing prompts on student writing proficiency
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In: Theses, Dissertations and Capstones (2014)
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Developing English and Spanish Literacy in a One-way Spanish Immersion Program
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In: Doctoral Dissertations and Projects (2013)
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Evaluating the Effectiveness of an Intervention Mathematics Class for Low Achieving Middle School Students in Northwest Georgia
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In: Doctoral Dissertations and Projects (2013)
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| 5 |
The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students
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In: Doctoral Dissertations and Projects (2013)
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| 6 |
The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 7 |
A Comparison of Course Delivery Formats on Student Success of Developmental English Students at California Community Colleges
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In: Doctoral Dissertations and Projects (2013)
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| 8 |
Implementing a Culturally and Linguistically Responsive Phonics Curriculum that Incorporates Music to Meet the Needs of English Language Learners in the Response to Intervention Process
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In: Doctoral Dissertations and Projects (2013)
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| 9 |
The Effect of Voice Thread® Integration on High School Students' Anxiety and Oral Proficiency in the Foreign Language Classroom
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In: Doctoral Dissertations and Projects (2012)
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| 10 |
Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading
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In: Doctoral Dissertations and Projects (2012)
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| 11 |
Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students
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In: Doctoral Dissertations and Projects (2009)
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Abstract:
This quantitative study analyzed data to find a valid and reliable assessment for progress monitoring also having predictive power of a student's future reading performance on a state-mandated standardized reading achievement evaluation. The Response to Intervention (RTI) model was implemented in the language arts classrooms of a rural middle school in northeast Georgia to study the effectiveness of instruction for all students, the at-risk, general, and advanced population. This study used Oral Reading Fluency (ORF) and Maze fluency assessments to monitor student progress and to analyze data to drive instruction. The data were gathered weekly over a 23 week period, rotating the ORF and Maze assessments. Stratified random sampling was used to choose the students receiving ORF assessments. The Maze assessments were given to all students in the language arts classrooms. The data were analyzed through multiple regressions to find if there was a relationship between the ORF and Maze assessments and Georgia's reading portions of the Criterion Referenced Competency Test (CRCT) or the Ninth Grade Literature and Composition End of Course Test (EOCT). The data indicated that the ORF and Maze assessments were significant predictor variables for the CRCT and EOCT, and the ORF data indicated a stronger correlation.
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Keyword:
Curriculum and Instruction; Education; Maze; middle school students; oral reading fluency; progress monitoring; reading; Response to Intervention; Tests and Measurements
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URL: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1261&context=doctoral
https://digitalcommons.liberty.edu/doctoral/242
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| 12 |
Using the Grammar Inventory for Teachers and performance assessments to determine self-efficacy with respect to grammar and mechanics
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In: Doctoral Dissertations (2003)
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| 13 |
The perceived effects of state -mandated testing in New Hampshire
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In: Doctoral Dissertations (2000)
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| 14 |
Teachers' assessment decisions during literacy portfolio reviews: Four descriptive case studies
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In: Doctoral Dissertations (1998)
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| 15 |
East Caribbean immigrant students in the United States Virgin Islands public high schools
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| 16 |
A study of the relationship of reading curricula and the outcome of the Illinois Goals Assessment Program (IGAP) Reading Assessment.
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| 17 |
Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process
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| 18 |
Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training
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| 19 |
Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training
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| 20 |
Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process
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