Assessment for Instructional Planning

Assessment for Effective Intervention

Volumn 33, Issue 2, 2008, Pages 69-77

  Hosp, John L ^a   Ardoin, Scott P ^b  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF SOUTH CAROLINA   (United States)

Author keywords

assessment; curriculum based assessment; instruction; response to intervention

Indexed keywords

EID: 84992889476     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/1534508407311428     Document Type: Article

References (30)

1. Ardoin, S.P., McCall, M., & Klubnik, C. (in press). Promoting generalization of oral reading fluency: Providing drill versus practice opportunities. Journal of Behavioral Education.
2. Ardoin, S.P., Witt, J.C., Connel, J.E., & Koenig, J. (2005). Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychoeducational Assessment, 23, 362–380.
3. Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19, 163–197.
4. Busch, T., & Reschly, A. (2007). Progress monitoring in reading: Using curriculum-based measurement in a response-to-intervention model. Assessment for Effective Intervention, 32(4), 223–230.
5. Cahalan, M.W., Ingels, S.J., Burns, L.J., Planty, M., & Daniels, B. (2006). United States high school sophomores: A twenty-two year comparison, 1980—2002 (NCES 2006–327). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
6. Christ, T.J., Burns, M.K., & Ysseldyke, J.E. (2005). Conceptual confusion within response-to-intervention vernacular: Clarifying meaningful differences. NASP Communiqué, 34(3), 1, 3.
7. Council for Exceptional Children. (2003). What every special educator must know: Ethics, standards, and guidelines for special educators (5th ed.). Arlington, VA: Author.
8. Eckert, T.L., Ardoin, S.P., Daly, E.J., III, & Martens, B.K. (2002). Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences. Journal of Applied Behavior Analysis, 35, 271–281.
9. Eckert, T.L., Dunn, E.K., & Ardoin, S.P. (2006). The effects of alternate forms of performance feedback on elementary-aged students' oral reading fluency. Journal of Behavioral Education, 15, 148–161.
10. Ehri, L. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18, 116–125.
11. Fuchs, L.S., Fuchs, D., & Speece, D.L. (2002). Treatment validity as a unifying concept for identifying learning disabilities. Learning Disability Quarterly, 25, 33–45.
12. Fuchs, L.S., & Vaughn, S. (2005). Response to intervention as a framework for the identification of learning disabilities. The School Psychologist, 25(1), 12–19.
13. Gickling, E.E., & Thompson, V. (1985). A personal view of curriculum-based assessment. Exceptional Children, 52, 205–218.
14. Haring, N.G., & Eaton, M.D. (1978). Systematic procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom. Columbus, OH: Merrill.
15. Hosp, J.L. (in press). Best practice in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
16. Howell, K.W., Hosp, J.L., & Hosp, M.K. (in press). Curriculum-based evaluation: Aligning assessment with instruction. Belmont. CA: Wadsworth.
17. Howell, K.W., Hosp, J.L., & Kurns, S. (in press). Best practices in curriculum-based evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
18. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Education Act of 1990)
19. Joint Committee on Standards for Educational and Psychological Testing. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
20. LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
21. McCurdy, M., Daly, E., Gortmaker, V., Bonfiglio, C., & Persampieri, M. (in press). Use of brief instructional trials to identify small group reading strategies: A two experiment study. Journal of Behavioral Education.
22. National Association of School Psychologists. (2003). Position statement on using large scale assessment for high stakes decisions. Bethesda, MD: Author.
23. No Child Left Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq. (2002)
24. Noell, G.H., Freeland, J.T., & Witt, J.C. (2001). Using brief assessments to identify effective interventions for individual students. Journal of School Psychology, 39, 335–355.
25. Poncy, B.C., Skinner, C.H., & Axtell, P.K. (2005). An investigation of the reliability and standard error of measurement of words read correctly per minute using curriculum-based measurement. Journal of Psychoeducational Assessment, 23, 326–338.
26. Salvia, J., Ysseldyke, J.E., & Bolt, S. (2007). Assessment in special and inclusive education (10th ed.). Boston: Houghton Mifflin.
27. Shepard, L., Hammerness, K., Darling-Hammond, L., & Rust, F. (2005). Assessment. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
28. Slocum, T.A., Street, E.M., & Gilbert, G. (1995). A review of research and theory on the relation between oral reading rate and reading comprehension. Journal of Behavioral Education, 5, 377–398.
29. Upah, K.R., & Tilly, W.D. (in press). Best practices in quality intervention design and evaluation. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
30. VanDerHeyden, A.M., Witt, J.C., & Gilbertson, D.A. (2007). A multi-year evaluation of the effects of an RTI model on identification of children for special education. Journal of School Psychology. 45, 225–256.