(Download) "Monitoring Early Reading Development in First Grade: Word Identification Fluency Versus Nonsense Word Fluency." by Exceptional Children ~ Book PDF Kindle ePub Free
eBook details
- Title: Monitoring Early Reading Development in First Grade: Word Identification Fluency Versus Nonsense Word Fluency.
- Author : Exceptional Children
- Release Date : January 22, 2004
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 243 KB
Description
Curriculum-based measurement (CBM) provides teachers with reliable, valid, and efficient indicators of academic competence with which to gauge individual student standing at one point in time or to index student progress across time (Deno, 1985). CBM is the most widely studied form of classroom assessment, with more than 150 studies in peer-reviewed journals establishing its psychometric tenability and its instructional utility. Given the strength of the existing literature, CBM is becoming a signature feature associated with effective special education (McDonnell, McLaughlin, & Morison, 1997; President's Commission, 2002). At the same time, in reading, most CBM research has focused on the passage reading fluency task, which becomes appropriate for most students sometime during the second semester of first grade. Additional research is needed to examine the tenability of reading tasks that address an earlier phase of reading, developmentally appropriate for most children during the first half or (depending on the child) much of first grade. This study compared two CBM measures for this beginning phase of first-grade reading development. In this introduction, we provide background information on CBM, review the literature on the two measures on which we focus the present study, and clarify the purpose and importance of the present study.
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