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Dissertations / Theses on the topic 'Reading (Elementary) Curriculum-based assessment'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Furrow, Meredith. "Reading improvement in the era of No Child Left Behind." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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2

Phemister, Art W. "The effects of Georgia's Choice curricular reform model on third grade science scores on the Georgia Criterion Referenced Competency Test." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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3

Zonneville, Adrienne M. "Establishing universal screening risk indicators using reading curriculum-based measurement and the Developmental Reading Assessment /." Online version of thesis, 2008. http://hdl.handle.net/1850/6412.

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4

Noltemeyer, Amity. "THE BRIEF ASSESSMENT MODEL FOR ORAL READING FLUENCY: EXAMINING SOCIAL VALIDITY ISSUES." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1121175270.

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Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2005.<br>Title from first page of PDF document. Document formatted into pages; contains [1], v, 61 p. Includes bibliographical references (p. 39-42).

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5

Duke, Amy McGowan. "Performance-based assessment within a balanced literacy framework an analysis of teacher perceptions and implementation in elementary classrooms /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/amy_m_duke/duke_amy_m_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Curriculum Studies, under the direction of Grigory Dmitriyev. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 115-121) and appendices.

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6

Bald, Lisa Marie. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1875.

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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practic

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Rowell, Polly Shuman. "The relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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8

Fedor, Linda C. "The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania." Thesis, Wilkes University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602332.

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<p> In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading instruction in K-3 and Grade 3 Pennsylvania System of School Assessment (PSSA) Reading achievement in school districts in Northeastern Pennsylvania (NEPA). Research indicates that throughout the past decade, these same instructional practices were fo

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9

Saunders, Christina H. "Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4724.

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The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman, Duffy-Hester, and Ro in 2000. The Baumann et al. (2000) study provides a frame of reference to compare instructional practices prior to high stakes testing with those used in the current high stakes testing environment. Third- through fifth-grade tea

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Griffith, George W. "The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/2164.

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Sharp, Patricia Ann. "How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom?" TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/100.

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12

Hickie, Katharine Mabie. "An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2243.

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The purpose of this study was to determine what, if any, association exists between Thinking Maps® instruction and student achievement in fifth grade students in Reading/Language and Mathematics as reported by the State NCE scores of the criterion referenced portion of the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in 3 Title I elementary schools in northeast Tennessee. The association was examined after 2 years of Thinking Maps® implementation and instruction. Using a quantitative design, the quasiexperimental study included fifth grade students' State NCE scores from

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13

Hinman, Sarah N. "Elementary education teachers' acceptability of reading curriculum-based measurements /." Online version of thesis, 2010. http://hdl.handle.net/1850/12284.

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Schmidt, Whitney Ann. "iReach Blended Learning Model and Reading Lexile Growth of Freshmen in Maryville City Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3102.

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The Maryville City School system has implemented the first year of the iReach blended learning model for which all students in the school district have access to either a laptop or an iPad to support their learning every day. The availability of research on the impact of iReach is limited because the blended learning instructional model is relatively new and has not yet been subjected to numerous research studies. The purpose of this ex post facto quasi-experimental quantitative study was to compare student reading Lexile growth data collected through the use of the Reading Comprehension Asses

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Henson, Kelli S. "Assessing Student Reading Progress: A Comparison of Generic and Basal Curriculum-Based Reading Probes." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0001074.

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Gordon, II William. "A Comparison of Eighth Grade Reading Scores by State and By the Four Census-Defined Regions Identified by NAEP." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2308.

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This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the stu

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Petetit, Lynn Marie. "Construct validity of curriculum-based reading measures for intermediate-grade students /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9963452.

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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 125-134). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9963452.

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Kirkham, Robert S. "Predicting Performance on the Tennessee Comprehensive Assessment for Reading for Third Graders using Reading Curriculum Based Measures." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1200.

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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 curri

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Corbett, Renee R. "Effect of a Parent Reading Intervention on Elementary-Aged Children‘s Reading Fluency." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/189.

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This study examined the effect of a parent-implemented reading intervention on children's reading fluency. Five elementary school students identified as at-risk for reading failure participated in the study with their mothers. Baseline data for each student was collected before parents were trained by the researcher in implementation of the intervention procedure. Parents implemented the intervention four times per week for five weeks, while the researcher continued to collect assessment data twice per week. Follow-up data were then collected for each student two weeks after the intervention e

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Hamilton, Chad R. "The "word caller" phenomenon : teacher's judgments of reading comprehension and fluency /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018366.

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Thesis (Ph. D.)--University of Oregon, 2001.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 113-120). Also available for download via the World Wide Web; free to University of Oregon users.

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LeRoux, Mindy, and Mindy LeRoux. "Using Curriculum-Based Measurement to Predict Eighth-Grade Student Performance on a Statewide Reading Assessment." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12386.

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The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school district was used to examine concurrent validity, predictive validity, and the relation between demographic characteristics, disability status, and socio-economic status and the ability to predict performance on the OAKS-R. Findings of the concurre

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Lai, Cheng-Fei, and Cheng-Fei Lai. "Identification of Students in Late Elementary Grades With Reading Difficulties." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12406.

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Piecewise latent class growth analysis (LCGA) was used to examine growth patterns in reading comprehension and passage reading fluency on easyCBM, a popular formative assessment system. Unlike conventional growth modeling, LCGA takes into account the heterogeneity of growth and may provide reliable predictions for later development. Because current methods for classifying students are still questionable, this modeling technique could be a viable alternative classification method to identifying students at risk for reading difficulty. Results from this study suggested heterogeneity in reading d

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Mandel, Peggy Lee. "The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1006.

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Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact wit

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Allen, Diedre D. "Attitude Toward Digital and Print-Based Reading: A Survey for Elementary Students." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4858.

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The purpose of this study was to create a valid and reliable survey to measure third through fifth grade students' attitudes toward reading across three mediums: print, e-reader, and Internet. The theoretical framework pulls from self-determination theory and affective models to guide the development of a survey intended for use with intermediate elementary students. The Attitude Toward Reading Survey (ATRS) was developed and field-tested, revised, and field-tested again. Data analysis included confirmatory and exploratory factor analysis, Cronbach's alpha reliability, and cumulative logit mod

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Emery, Kristine Louise. "Predicting student success using curriculum based measurements of reading to predict student success on Minnesota's statewide assessments /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006emeryk.pdf.

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Ax, Erin Elizabeth. "Relationship between curriculum-based measurement reading and statewide achievement test mastery for third grade students." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000568.

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O'Shea, Linda. "Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18397.

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In the current era of high stakes testing, educators use curriculum-based measures (CBMs) and large-scale benchmark assessments to inform instruction and monitor student performance. The Elementary and Secondary Education Act, The No Child Left Behind Act, and Race to the Top all require annual testing in grades 3 through 8 in mathematics and reading. Therefore, educators need appropriate assessments to make valid inferences about instruction and students' current level of performance as well as risk. Consequently, construct validity is essential for both CBMs and large-scale tests to ensure

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Fisher, Francene Marie. "Does California's scripted curriculum affect students' motivation to read." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2797.

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This thesis looked at the effects of California's adopted scripted learning programs on students' motivation for reading. There is much research about the efficacy of these types of one-size-fits all programs, which claim to be on scientific research.

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Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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Martin, Jessica M. "Using curriculum-based measures for assessing achievement in children who may have potential risk-factors for reading difficulty." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006martinj.pdf.

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Taylor, Brigid S. "SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/64.

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The purpose of this study was to investigate if early childhood educators could reliably score items using a new scoring system for the Assessment, Evaluation, and Programming System for Infants and Children (AEPS; Bricker, 2002). The participants were university students completing their certification in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK). The six participants completed training on implementing the AEPS and administered the AEPS to measure child outcomes. The results of this study validated the new scoring system for the AEPS by illustrating

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Haxhiraj, Brikena. "Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading Assessment." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18319.

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This study examined the relation and predictive validity of the three seventh-grade reading curriculum-based measurements (CBMs), (a) passage reading fluency, (b) vocabulary, and (c) comprehension, on student performance on the Oregon Assessment of Knowledge and Skills Reading (OAKS-R). This question was examined using extant data collected from 857 seventh-grade students in a Pacific Northwest school district during spring quarter. Of the total sample of 857, only 557 students' records were analyzed: 499 general education students and 58 students with learning disabilities who met the a prior

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Tadatada, Amanda. "Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1040.

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This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of change over time, help educators track how much progress can be expected given typical instruction. CBM-WE probes were administered to a sample of 1,004 students in first through fifth grades within a school district. The writing probes were scored using production-dependent variables: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data were analyzed by grade level and gender. Result

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Hedekar, Lynn. "The effects of month of birth and gender on elementary reading and writing fluency scores using curriculum based measurement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0035/MQ62476.pdf.

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Sowers, Sarah Jane. "A theoretically-based curriculum incorporating reading to learn and writing to learn in sixth-grade social studies." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49900.

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The purpose of this study was to develop a theoretically-based social studies curriculum that incorporated research related to schema theory, reading to learn theory, and writing to learn theory. Learning principles and instructional principles were derived from each theory to serve as guidelines for selecting instructional strategies from the research to be included in the curriculum. The content of the Heath Social Studies text (1985) and the instructional strategies together constitute the curriculum for this study. A preparation phase, a guidance phase, and an independence phase was deve

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Megert, Brian R. "Establishing predictive validity for oral passage reading fluency and vocabulary curriculum-based measures (CBMs) for sixth grade students." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10872.

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xiii, 92 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>In recent years, state and national policy created the need for higher accountability standards for student academic performance. This increased accountability creates an imperative to have a formative assessment system reflecting validity in inferences about the effectiveness of instruction and performance on statewide large-scale assessments. Curriculum-based measurement (CBM) satisfies both functions. However, research shows the predictive po

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Micheli, Aubrey. "Value-Added and Curriculum-based Measurement to Evaluate Student Growth." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1273887704.

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38

Stevens, Meighan Noelle. "Comparing Two Individually Administered Reading Assessments for Predicting Outcomes on SAGE Reading." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6697.

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Accountability for student learning outcomes is of importance to parents and school and district administrators, especially since the passage of The No Child Left Behind Act in 2001. The requirement for high-stakes testing to measure progress has fostered interest in ways to monitor student preparedness during the school year. This study used 2014 and 2015 test data from of 154 students from one elementary school to measure the correlation between individually administered Kaufman Test of Educational Achievement Brief Reading and DIBELS Next reading assessments and outcomes on the high-stakes

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Sarasti, Israel A. "The Effects of Reciprocal Teaching Comprehension-monitoring Strategy on 3Rd Grade Students' Reading Comprehension." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3919/.

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Reciprocal teaching comprehension-monitoring is a reading comprehension instructional procedure that combines four instructional strategies: predicting, summarizing, questioning, and clarifying to enhance students' comprehension of text. The procedure is a dialogue between the teacher and the students. During reciprocal teaching instruction, the teacher and students take turns leading the dialogue in order to enhance the students' comprehension-monitoring skills. The research on reciprocal teaching has included meta-analyses, group designs, qualitative designs, and single-subject research desi

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Feller, Theodore. "Achieving Congruence: Building a Case for Implementing a District-Wide Interim Benchmark Assessment that is Aligned with a Balanced Literacy Framework." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/357.

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For generations--and certainly for the last 30 years--proponents of traditional and progressive philosophies have argued over how best to educate our children. Although this debate is often carried out in the political and academic spheres, the difficulties created by not being able to resolve the differences between the two belief systems become blatantly clear in the pedagogy of early literacy. On the one hand, traditionalists argue for a direct and explicit instructional methodology, and on the other hand, progressives advocate for Whole Language or Balanced Literacy instruction. The classr

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Hodges, Kenneth W. "Evaluation of a Supplemental Kinesthetic-Based Reading Program for Disabled Students." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1685.

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This research study addressed the need for an evaluation of the effectiveness of teacher-written supplemental reading lesson plans for elementary students with significant disabilities. The participating elementary school implemented the supplemental kinesthetic-based reading program in the 2010â??2011 school year in order to improve the reading test scores of these disabled students. The theories of Howard Gardner's multiple intelligences and Maria Montessori's individualized learning process guided this research. The research question focused on exploring the effectiveness of the lesson plan

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Parks, Molly C. "An assessment of students in a content -based English language development curriculum for an after -school program." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2455.

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Regarding California's current educational system, educators, legislators and parents express concern about state standards and what happens when students do not meet the standards. Schools are implementing state- and district-mandated curricula to assist the students in meeting the state standards, but not all students are achieving this learning goal. Many districts are turning to after-school programs to help meet the needs of the students. Programs have spread throughout the country because of the federal and state grants, such as the 21 st Century Grant. One district that received money w

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Peters, Christy Smith. "Resource guide for guided reading." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1854.

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Flynn, Atkinson Kerry. "Integrity in the Administration of Curriculum-Based Measurement: A Seminal and Exploratory Study." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1340828828.

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Costello, Eleanor Dale. "Kaleidoscope patterns : art education in an elementary classroom." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28030.

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In September 1985, a new Fine Arts Curriculum Guide/Resource Book was introduced in elementary schools throughout British Columbia. The purpose of this study was to investigate a practitioner's use of the guide within her classroom. Enquiry into the quality of the practitioner's living within the tensionality between this curriculum-as-plan and her curriculum-as-lived experience provided a counterpoint for the researcher's personal reflections on her experiences as a school art specialist and district resource person. An art education evaluation model based on art criticism concepts provided a

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Dyson, Kaitlyn Nicole. "Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.

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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who complete

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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.

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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop

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Toot, Tiffany. "A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students’ Phonemic Awareness and Reading Readiness Skills." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565215112222622.

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Hoskyn, Constance Elizabeth McDaniel. "Enhancing reading comprehension rates: comparing following along and not following along during listening-while-reading interventions in middle school and junior high school students with disabilities." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-02122010-134921.

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Tanner, Brandi L. "Factors influencing special educators' perceptives regarding the reintegration of special education students." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001926.

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