Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110

Autor/inn/en	Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110
Quelle	(2011), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Based Assessment; Silent Reading; Reading Fluency; Vocabulary; Reading Comprehension; Student Evaluation; Formative Evaluation; Computer Assisted Testing; Reading Tests; Test Construction; Cloze Procedure; Multiple Choice Tests; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Stilles Lesen; Wortschatz; Leseverstehen; Schulnote; Studentische Bewertung; Lesetest; Testaufbau; Lückentext; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the lack of available measures for silent reading fluency, vocabulary and comprehension. In this technical report, we describe the development of three specific CBM reading measures designed for a computer format: silent reading fluency, vocabulary, and reading comprehension. (As Provided).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10