The effectiveness of classroom-based instructional assessments for progress monitoring purposes in Texas Reading First schools

The effectiveness of classroom-based instructional assessments for progress monitoring purposes... The purpose of this article was twofold. First, the assessment materials from four core reading programs were informally reviewed for their adherence to Texas Reading First progress monitoring guidelines for kindergarten and the beginning of Grade 1. Conclusions support existing concerns regarding the variability in the quality and quantity of assessment materials within and across programs as well as concerns about whether the materials lend themselves to progress monitoring purposes at 2-week intervals for students who are struggling readers. Second, recommendations are made for the development of progress monitoring tools that are concise, easy for teachers to use, and that provide clear guidelines regarding the use of progress monitoring data to drive instruction. Accordingly the recent development of a progress monitoring tool that parallels the Texas Primary Reading Inventory (TPRI), which is an assessment tool used in approximately 95% of Texas Reading First schools was discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The effectiveness of classroom-based instructional assessments for progress monitoring purposes in Texas Reading First schools

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2007 by Springer Science+Business Media, Inc.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-007-9057-y
Publisher site
See Article on Publisher Site

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