Individualized goal setting during repeated reading: Improving growth with struggling readers using data based instructional decisions-Reference-Cited by-同舟云学术

Individualized goal setting during repeated reading: Improving growth with struggling readers using data based instructional decisions

Published:2019-05-24 Issue:4 Volume:63 Page:334-344
ISSN:1045-988X
Container-title:Preventing School Failure: Alternative Education for Children and Youth
language:en
Short-container-title:Preventing School Failure: Alternative Education for Children and Youth

Author:

Hammerschmidt-Snidarich Stephanie M.¹^ORCID,McComas Jennifer J.¹,Simonson Gregory R.¹

Affiliation:

1. University of Minnesota, Minneapolis, Minnesota, USA

Funder

Target Corporation

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1045988X.2019.1611535

Reference51 articles.

1. Curriculum-Based Measurement of Oral Reading: Standard Errors Associated With Progress Monitoring Outcomes From DIBELS, AIMSweb, and an Experimental Passage Set

2. Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J. & Gersten, R. (2015).Evaluation of response to intervention practices for elementary school reading(NCEE 2016-4000). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

3. Curriculum-Based Measurement of English Reading with Bilingual Hispanic Students: A Validation Study with Second-Grade Students

4. Reading Fluency as a Predictor of Reading Proficiency in Low-Performing, High-Poverty Schools

5. Altering instructional delivery options to improve intervention outcomes: Does increased instructional intensity also increase instructional effectiveness?

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