Add to ORKGIn this technical report, we describe the development and piloting of reading comprehension measures as part of a comprehensive progress monitoring literacy assessment system developed in 2006 for use with students in Kindergarten through fifth grade (Alonzo, Tindal, Ulmer, & Glasgow, 2006). We begin with a brief overview of the two conceptual frameworks underlying the assessment system: progress monitoring and developmental theories of reading. We then provide context for how the comprehension measures fit into the full assessment system. Additional technical reports provide similar information about measures of early literacy (Alonzo & Tindal, 2007a) and fluency (Alonzo & Tindal, 2007b)
Research in the area of comprehension monitoring shows that children often fail to monitor their ow...
The authors review five major findings in reading comprehension and their implications for educatio...
The purpose of this study was to clarify and extend previous research on the comparibility of curric...
The purpose of this thesis was to explore a curriculum based measurement procedure and its reliabili...
Formative assessment measures are commonly used in schools to assess early literacy skills as indica...
This focus group research explores literacy professionals\u27 descriptions of essential reading comp...
The purpose of this study was to investigate the relationship between grade level and the ability to...
Includes bibliographical references (pages 128-132)This project developed a continuum, specific obje...
Within the context of our information society, reading comprehension is a key competence. However, m...
This study investigated the use of curriculum based measures such as the Oral Reading Fluency (ORF) ...
Due to the passage of the No Child Left Behind Act, stricter standards have been placed on schools t...
The purposes of this article are to analyze the concept of literacy in order to identify measurement...
Currently there is a deficit of resources available to adequately monitor the developmental progress...
The No Child Left behind Act (Moore-Brown & Montgomery, 2005) requires that all public schools have ...
Background. The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of...
Research in the area of comprehension monitoring shows that children often fail to monitor their ow...
The authors review five major findings in reading comprehension and their implications for educatio...
The purpose of this study was to clarify and extend previous research on the comparibility of curric...
The purpose of this thesis was to explore a curriculum based measurement procedure and its reliabili...
Formative assessment measures are commonly used in schools to assess early literacy skills as indica...
This focus group research explores literacy professionals\u27 descriptions of essential reading comp...
The purpose of this study was to investigate the relationship between grade level and the ability to...
Includes bibliographical references (pages 128-132)This project developed a continuum, specific obje...
Within the context of our information society, reading comprehension is a key competence. However, m...
This study investigated the use of curriculum based measures such as the Oral Reading Fluency (ORF) ...
Due to the passage of the No Child Left Behind Act, stricter standards have been placed on schools t...
The purposes of this article are to analyze the concept of literacy in order to identify measurement...
Currently there is a deficit of resources available to adequately monitor the developmental progress...
The No Child Left behind Act (Moore-Brown & Montgomery, 2005) requires that all public schools have ...
Background. The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of...
Research in the area of comprehension monitoring shows that children often fail to monitor their ow...
The authors review five major findings in reading comprehension and their implications for educatio...
The purpose of this study was to clarify and extend previous research on the comparibility of curric...