Open Access. Powered by Scholars. Published by Universities.®

Digital Commons Network

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 3 of 3

Full-Text Articles in Entire DC Network

The Experience Of Reading: What Elementary Children Think Of Reading, Francesca Simpson May 2016

The Experience Of Reading: What Elementary Children Think Of Reading, Francesca Simpson

Educational Specialist, 2009-2019

As students with disabilities prepare to move from high school to vocations or post-secondary schooling it is essential they be able to self-advocate for their needed services. During their public school years, school psychologists, counselors, and other school administrative personnel are responsible for ensuring they are provided with an “appropriate,” barrier-free education under federal law. But upon graduation from high school, that responsibility shifts entirely onto the individual. In order to self-advocate successfully a student with a disability must know about their cognitive strengths and weaknesses. In regards to learning the student must be able to describe them to others …


A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres Jan 2016

A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres

Electronic Theses and Dissertations

The Response to Intervention (RTI) model, introduced as part of the reauthorization of the Individuals with Disabilities Education Act in 2004, is a proactive process of early interventions and evidence-based instruction for all students. RTI has additional intensive and individualized interventions to prevent student underachievement, including students at risk for academic failure and culturally and linguistically diverse students (Vellutino et al., 1996; Donovan & Cross, 2002; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Fuchs & Fuchs, 2006; Vellutino, Scanlon, Small, & Fanuele, 2006; Al Otaiba et al., 2009). Klingner and Edwards (2006) suggest that the needs of culturally and linguistically …


Predictive Validity Of Curriculum-Based Reading Measures For High-Stakes Outcome Assessments With Secondary Students Identified As Struggling Readers, Tierney Gifford Jan 2016

Predictive Validity Of Curriculum-Based Reading Measures For High-Stakes Outcome Assessments With Secondary Students Identified As Struggling Readers, Tierney Gifford

Legacy Theses & Dissertations (2009 - 2024)

Curriculum-based measurement (CBM) tools are used widely to assess students’ progress within different stages of the Response to Intervention (RTI) process. Despite the wide-spread use, little research has identified the efficacy of reading CBMs in predicting secondary student outcomes on high-stakes assessments. High-stakes assessments are being utilized to determine outcomes for not just students, but teachers, administrators, and districts. More research is needed to determine if reading CBMs are useful tools for the populations of struggling secondary readers. The current study was a secondary analysis of existing data, which attempted to gain an understanding of this through examining the predictive …