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Predicting Performance On The Tennessee Comprehensive Assessment For Reading For Third Graders Using Reading Curriculum Based Measures, Robert S. Kirkham

Electronic Theses and Dissertations

Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students.

The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to produce …