Zobrazeno 1 - 10
of 91
pro vyhledávání: '"Stanley L. Deno"'
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:
Exceptional Children. 77:185-206
This study examined technical features of slopes produced from curriculum-based measures (CBM) of beginning writing. Eighty-five first-graders completed weekly sentence copy, picture-word, and story prompts for 12 weeks. After 12 weeks, testing revea
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3067ef13a19bf9236cfe2d1a1b7463bf
https://doi.org/10.1177/001440291107700203
https://doi.org/10.1177/001440291107700203
Publikováno v:
Reading & Writing Quarterly. 26:361-373
We provide a description of how a culturally and linguistically diverse elementary school in the Midwest implemented core features of a response-to-intervention (RTI) framework for improving school-wide reading instruction and decision making. A mult
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::41bbdd2168ecd941356be37e13f27f65
https://doi.org/10.1080/10573569.2010.500266
https://doi.org/10.1080/10573569.2010.500266
Publikováno v:
Learning Disabilities Research & Practice. 25:151-160
The purpose of this study was to examine how different scoring procedures affect interpretation of maze curriculum-based measurements. Fall and spring data were collected from 199 students receiving supplemental reading instruction. Maze probes were
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::39fe9a38846c73f2bb3ce39a67de983e
https://doi.org/10.1111/j.1540-5826.2010.00313.x
https://doi.org/10.1111/j.1540-5826.2010.00313.x
Publikováno v:
Journal of School Psychology. 47:427-469
This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1-6. Potential moderating variables were also exami
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2abd876f89a26add321bb4d365a18627
https://doi.org/10.1016/j.jsp.2009.07.001
https://doi.org/10.1016/j.jsp.2009.07.001
Autor:
Nancy Stachel, Holly Windram, Stacy A. Callender, Amy L. Reschly, Deanne Magnusson, Stanley L. Deno, Erica S. Lembke
Publikováno v:
Psychology in the Schools. 46:44-55
This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school-wide Response to Intervention (RtI) model. University personnel worked with teachers a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eb38970b0efdf5dee1e1e6c15bc05a9b
https://doi.org/10.1002/pits.20353
https://doi.org/10.1002/pits.20353
Publikováno v:
The Journal of Special Education. 41:121-139
This review of literature on progress monitoring was designed to examine the full array of curriculum-based measures (CBMs) in mathematics for students from preschool to secondary schools. We organized the article around two primary concerns: the app
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6d503938e5b4c0f7d48e6f080dddd8a
https://doi.org/10.1177/00224669070410020101
https://doi.org/10.1177/00224669070410020101
Autor:
Stanley L. Deno, Cynthia L. Jiban
Publikováno v:
Assessment for Effective Intervention. 32:78-89
This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7b084d31c83bae8212b790507cca4573
https://doi.org/10.1177/15345084070320020501
https://doi.org/10.1177/15345084070320020501
Autor:
Christine A. Espin, Stanley L. Deno
Publikováno v:
The Fluency Construct ISBN: 9781493928026
The chapters in this book focus on the role of fluency in the measurement of performance and progress within different academic areas. In this chapter, we reflect upon the extent to which the construct of fluency plays a role in the validity of the s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9ddab468f6310fc0a38d92736ffa596
https://doi.org/10.1007/978-1-4939-2803-3_13
https://doi.org/10.1007/978-1-4939-2803-3_13