Journal ArticleDOI
Assessment Fidelity in Reading Intervention Research: A Synthesis of the Literature.
TLDR
In this paper, the authors systematically reviewed 46 studies conducted with students in Grades K-8 identified as having a reading disability or at-risk for reading failure and discussed the potential threats to assessment fidelity and the implications of these threats for interpreting intervention study res...Abstract:
Recent studies indicate that examiners make a number of intentional and unintentional errors when administering reading assessments to students. Because these errors introduce construct-irrelevant variance in scores, the fidelity of test administrations could influence the results of evaluation studies. To determine how assessment fidelity is being addressed in reading intervention research, we systematically reviewed 46 studies conducted with students in Grades K–8 identified as having a reading disability or at-risk for reading failure. Articles were coded for features such as the number and type of tests administered, experience and role of examiners, tester to student ratio, initial and follow-up training provided, monitoring procedures, testing environment, and scoring procedures. Findings suggest assessment integrity data are rarely reported. We discuss the results in a framework of potential threats to assessment fidelity and the implications of these threats for interpreting intervention study res...read more
Citations
More filters
Journal ArticleDOI
Examiner error in curriculum-based measurement of oral reading
TL;DR: Examination of the construct-irrelevant variance introduced by examiners using a cross-classified multilevel model found that roughly 16% of the variance in student CBM-R scores was associated between examiners and the remaining variance was associated with the measurement level.
Journal ArticleDOI
Multilevel Analysis of Multiple-Baseline Data Evaluating Precision Teaching as an Intervention for Improving Fluency in Foundational Reading Skills for at Risk Readers.
Julie Brosnan,Mariola Moeyaert,Kendra Brooks Newsome,Olive Healy,Mieke Heyvaert,Patrick Onghena,Wim Van Den Noortgate +6 more
TL;DR: In this paper, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting f...
Book ChapterDOI
Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Literacy Supports
TL;DR: Reading Recovery (RR) as mentioned in this paper is a program developed in New Zealand by Marie Clay (1985) in the late 1970s and early 1980s to help children identified as making only limited progress in reading after a year of formal reading instruction.
Journal ArticleDOI
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools:
TL;DR: In the past two decades, there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools as mentioned in this paper, and much of the literature has focused on English language arts.
References
More filters
Book
Content analysis: an introduction to its methodology
TL;DR: History Conceptual Foundations Uses and Kinds of Inference The Logic of Content Analysis Designs Unitizing Sampling Recording Data Languages Constructs for Inference Analytical Techniques The Use of Computers Reliability Validity A Practical Guide
Journal ArticleDOI
Program integrity in primary and early secondary prevention: are implementation effects out of control?
Andrew V Dane,Barry H. Schneider +1 more
TL;DR: The omission of integrity data, particularly measures of adherence, may compromise the internal validity of outcome studies in the prevention literature and be inconsistent with the adaptation of interventions to the needs of receiving communities.
Dynamic indicators of basic early literacy skills
TL;DR: Assessment procedures are needed to identify children early who are experiencing difficulty acquiring early literacy skills and evaluate the effectiveness of interventions for individual learners.
Journal ArticleDOI
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches
Joseph K. Torgesen,Ann W. Alexander,Richard K. Wagner,Carol A. Rashotte,Kytja K. S. Voeller,Tim Conway +5 more
TL;DR: The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal able, and prior levels of component reading skills.
Related Papers (5)
Evaluation fidelity: An examination of criterion‐based assessment and rater training in the speech communication classroom
Predictive validity of curriculum-based measurement and teacher ratings of academic achievement.
Ryan J. Kettler,Craig A. Albers +1 more