A comparison of nonsense-word fluency and curriculum-based measurement of reading to measure response to phonics instruction.

2018 ◽  
Vol 33 (4) ◽  
pp. 573-581 ◽  
Author(s):  
Ethan R. Van Norman ◽  
Peter M. Nelson ◽  
David C. Parker
Keyword(s):  
Nonsense Word ◽  
Curriculum Based Measurement ◽  
Word Fluency ◽  
Phonics Instruction ◽  
Nonsense Word Fluency

Using Nonsense Word Fluency to Predict Reading Proficiency in Kindergarten Through Second Grade for English Learners and Native English Speakers

2008 ◽  
Vol 37 (3) ◽  
pp. 391-408 ◽  
Author(s):  
Hank Fien ◽  
Scott K. Baker ◽  
Keith Smolkowski ◽  
Jean L. Mercier Smith ◽  
Edward J. Kame'enui ◽  
...  
Keyword(s):  
English Learners ◽  
Reading Proficiency ◽  
Native English Speakers ◽  
Nonsense Word ◽  
English Speakers ◽  
Second Grade ◽  
Word Fluency ◽  
Nonsense Word Fluency

An Examination of the Relation of Nonsense Word Fluency Initial Status and Gains to Reading Outcomes for Beginning Readers

2010 ◽  
Vol 39 (4) ◽  
pp. 631-653 ◽  
Author(s):  
Hank Fien ◽  
Yonghan Park ◽  
Scott K. Baker ◽  
Jean L. Mercier Smith ◽  
Mike Stoolmiller ◽  
...  
Keyword(s):  
Nonsense Word ◽  
Beginning Readers ◽  
Word Fluency ◽  
Reading Outcomes ◽  
Nonsense Word Fluency

Reducing Reading Failure for Kindergarten Urban Students

2010 ◽  
Vol 33 (2) ◽  
pp. 89-102 ◽  
Author(s):  
Amanda Yurick ◽  
Gwendolyn Cartledge ◽  
Lefki Kourea ◽  
Starr Keyes
Keyword(s):  
Early Literacy ◽  
Word Identification ◽  
Literacy Skills ◽  
Treatment Quality ◽  
Word Fluency ◽  
Gain Scores ◽  
Nonsense Word Fluency ◽  
Early Reading Intervention ◽  
Word Attack ◽  
Instructional Assistants

Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the Dynamic Indicators of Basic Early Literacy Skills subtests of Nonsense Word Fluency, Letter Naming Fluency, and Phoneme Segmentation Fluency (PSF). The Word Attack (WA) and Letter-Word Identification (LWID) subtests of the Woodcock–Johnson III Tests of Achievement were used to confirm risk status and also as pre- and posttest measures. Treatment students received between 6.85 and 13.70 hr of instruction, with varying degrees of treatment quality. Multiple linear regression was used to analyze the amount of variance in gain scores that could be explained by participation in ERI, treatment quality, and treatment duration. Results showed WA and LWID gains with large effect sizes for treatment students. Findings for treatment quality and duration were mixed, without clear indications of their effects on gain scores.

An Inclusive Approach to Improving Early Literacy Skills of Students with Emotional and Behavioral Disorders

2005 ◽  
Vol 30 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Joseph H. Wehby ◽  
Kathleen L. Lane ◽  
Katherine B. Falk
Keyword(s):  
General Education ◽  
Early Literacy ◽  
Behavioral Disorders ◽  
Classroom Practice ◽  
Reading Program ◽  
Literacy Skills ◽  
Word Fluency ◽  
Baseline Design ◽  
Nonsense Word Fluency ◽  
The Impact

The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as having emotional/behavioral disorders (EBD). Following the implementation of the Scott Foresman curriculum by classroom teachers, university-trained research assistants implemented the PATR program. A multiple baseline design was used to evaluate the impact of the supplemental program on the reading performance of the participants. Academic measures included assessment of nonsense-word fluency, letter naming, and initial-sound fluency. Moderate, albeit inconsistent, improvements in reading skills were shown for the participating students. Implications for classroom practice and future directions for this line of research will be discussed.

Lernverlaufsdiagnostik: Ein Ansatz zur längerfristigen Lernfortschrittsmessung

2010 ◽  
Vol 42 (2) ◽  
pp. 111-122 ◽  
Author(s):  
Alfons M. Strathmann ◽  
Karl Josef Klauer
Keyword(s):  
Curriculum Based Measurement ◽  
Wird Eine

Zusammenfassung. Am Beispiel des Rechnens in der Grundschule wird eine Weiterentwicklung des amerikanischen „Curriculum – based measurement” demonstriert. Ein ganzes Jahr lang erhalten 190 Kinder aus sieben Grundschulklassen und drei Sonderschulklassen alle zwei Wochen einen Rechentest. Bei den Tests handelt es sich um Zufallsstichproben aus Grundgesamtheiten von Aufgaben, die dem Lehrziel für jedes der Schuljahre entsprechend definiert sind. Für jedes Kind und jeden Termin wird eine eigene neue Zufallsstichprobe generiert, so dass kein Test zweimal gegeben wird, ein jeder aber die geforderte Fertigkeit kontentvalide erfasst. Solche Tests lassen sich als kriteriumsorientierte Binomialtests darstellen. Im vorliegenden Beitrag wird (1) das ursprüngliche Konzept und seine Weiterentwicklung kurz vorgestellt, (2) empirisch getestet, ob das neue Verfahren geeignet ist, von Klassenlehrern vertretbar eingesetzt zu werden, und (3) werden Ausblicke auf dringend erwünschte weiterführende Forschungen geboten. Die vorgelegten Daten erlauben, das Spektrum von Verläufen auf Klassen- wie Individualebene zu dokumentieren, aber auch, die Probleme und vielversprechenden Möglichkeiten des Ansatzes kritisch offen zu legen.

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