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Effects of curriculum-based measurement (CBM) for progess monitoring in reading and an additive reading in second classes ...
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Abstract:
In this study, poor readers in second school year were selected from three schools (n = 32). Their reading skills were surveyed weekly using a CBM instrument over one school semester. Furthermore, they were supported by a five-week reading fluency instruction. The majority of students increased their weekly learning growth in regular teaching and in the phase with the additive instruction. The weekly learning growth was higher in the phase with the additive instruction in reading syllables (b = 0.69), reading words (b = 0.44) and reading comprehension at sentence level (b = 0.45) than without (reading syllables: b = 0.49; reading words: b = 0.18; reading comprehension: b = 0.30). Based on the results of this study, the benefit of CBM for adaptive reading instruction will be discussed. In dieser Studie wurden leseschwache Schülerinnen und Schüler (n = 32) ausgewählt. Deren Lesekompetenzen wurden wöchentlich mit einem CBM-Instrument über ein Schulhalbjahr erhoben. Zusätzlich nahmen sie an einer fünfwöchigen ...
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Keyword:
370 Erziehung, Schul- und Bildungswesen; Progress monitoring, Curriculum-based measurement CBM, Adaptive teaching, Reading fluency, Reading fluency instruction
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URL: https://epub.uni-regensburg.de/id/eprint/43543
https://dx.doi.org/10.5283/epub.43543
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| 42 |
Implementing an Enriched Language Development Program for Learning Support Students
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In: Journal of Practitioner Research (2020)
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| 43 |
A proposed literature-based syllabus for EAP writing
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In: Journal of Global Education and Research (2020)
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| 44 |
Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
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McQuillan, Jeff. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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| 45 |
Effects of using curriculum-based measurement (CBM) for progress monitoring in reading and an additive reading instruction in second classes
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| 47 |
DIFFERENTIAL EFFECTS OF DIGITAL VS. PRINT TEXT ON READING COMPREHENSION AND BEHAVIORS IN STUDENTS WITH ADHD
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In: Theses and Dissertations--Curriculum and Instruction (2020)
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| 48 |
Emergent and Early Literacy Opportunities for Children with Visual Impairment With/Without an Additional Disability
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In: ETD collection for University of Nebraska - Lincoln (2020)
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| 49 |
A Meta-analysis on the Effects of Vocabulary Instruction for English Learners
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| 50 |
Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 1, Pp 101-118 (2020) (2020)
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| 51 |
Bilingual Children's Talk about Informational Text: Focus on Ideas, Images, and Print
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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| 52 |
“All These Nouns Together Just Don’t Make Sense!”: An Investigation of EAP Students’ Challenges with Complex Noun Phrases in First-Year College-Level Textbooks
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In: Canadian Journal of Applied Linguistics; Vol. 23 No. 1 (2020); 93-116 ; Revue canadienne de linguistique appliquée; Vol. 23 No. 1 (2020); 93-116 ; 1920-1818 ; 1481-868X (2020)
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| 54 |
Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis
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| 55 |
Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices
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| 56 |
Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019)
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| 57 |
應用平衡閱讀教學加強國小學童英語學習表現及閱讀態度 ; Implementing Balanced Reading Instruction to Enhance EFL Elementary School Students’ Learning Performances and Reading Attitudes
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| 58 |
Sources Of Missed Understanding: A Framework For Diagnosing Comprehension Breakdown
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In: Dissertations (2019)
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| 59 |
Empirische Studien zur Auswirkung eines laut-orientierten Konstruierens von Wörtern ("invented spelling") auf den Rechtschreiberwerb
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In: 2019, 21 S. (2019)
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| 60 |
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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