Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Miya Miura Wayman"'
Publikováno v:
Learning Disabilities Research and Practice
In this special issue, we explore the decision-making aspect of data-based decision-making. The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data-based decision-making for students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0b573f3a2209a055408a4e406fa75d36
https://doi.org/10.1111/ldrp.12123
https://doi.org/10.1111/ldrp.12123
Autor:
Jaehyun Shin, Christine A. Espin, Miya Miura Wayman, Pyung Gang Jung, Kristen L. McMaster, Stanley L. Deno
The purpose of this study was to examine slopes from curriculum-based measures of writing (CBM-W) as indicators of growth in writing. Responses to story prompts administered for 5 min to 89 students in Grades 2–5 were collected across 12 weeks and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::48ce2526755ea9290d52d8a96f21e9f4
https://hdl.handle.net/1887/3201979
https://hdl.handle.net/1887/3201979
Publikováno v:
Reading & Writing Quarterly. 26:308-332
The purpose of this article is to explore the use of reading aloud and maze Curriculum-Based Measures (CBMs) to evaluate the responsiveness of secondary-level English language learners (ELLs) to peer-mediated instruction. First, we briefly summarize
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4aa49e1e59ab7b29587367954046efe5
https://doi.org/10.1080/10573569.2010.500260
https://doi.org/10.1080/10573569.2010.500260
Publikováno v:
Learning Disabilities Research & Practice. 24:132-142
The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fd453b8776191abed4cce7d376c30012
https://doi.org/10.1111/j.1540-5826.2009.00287.x
https://doi.org/10.1111/j.1540-5826.2009.00287.x
Publikováno v:
The Journal of Special Education. 41:85-120
In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of gro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c5933ed7a0537e7a1759d7b8e67c35ee
https://doi.org/10.1177/00224669070410020401
https://doi.org/10.1177/00224669070410020401
Publikováno v:
Assessment for Effective Intervention. 31:17-31
The purpose of this study was to examine the alternate-form reliability, criterion validity, and sensitivity of progress-monitoring measures in reading for secondary-level English Learners (ELs). Twenty-five ELs in an urban high school were administe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be43c99fe5369c47105e120822d29a0c
https://doi.org/10.1177/073724770603100402
https://doi.org/10.1177/073724770603100402
Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of speci
Publikováno v:
Journal of school psychology. 50(2)
The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cf8ec646aae10ece89634af32f738c00
https://pubmed.ncbi.nlm.nih.gov/22386124
https://pubmed.ncbi.nlm.nih.gov/22386124