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Research behind Reading Progress and Reading Coach, two reading fluency apps from Microsoft
- 3 contributors
Fluency develops from reading practice
The National Reading Panel (NRP) is a panel of reading instruction experts formed to compile all of the best evidence on how to teach reading to children. Chapter 3 states, “there is common agreement that fluency develops from reading practice . . . The NRP found that a range of well-described instructional approaches to encouraging repeated oral reading result in increased reading proficiency.”
- National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. Washington, DC: U.S. Department of Health and Human Services, National Institutes of Health.
Oral reading fluency strongly correlates with the reading comprehension
The US National Assessment of Educational Progress (NAEP) is often called the national report card. It measures how well US students perform at basic reading skills. Oral reading fluency strongly correlates with the reading comprehension scores on this test.
- Sabatini, J., Wang, Z., & O’Reilly, T. (2019). Relating Reading Comprehension to Oral Reading Performance in the NAEP Fourth‐Grade Special Study of Oral Reading. Reading Research Quarterly, 54:2, 253-271.
Oral reading fluency practice continues to be important in middle school:
Oral reading fluency practice should begin in the early grades, but continues to be important in middle school.
- Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading Fluency: More than Automaticity? More than a Concern for the Primary Grades? Literacy Research and Instruction, 48:4, 350-361.
Oral reading fluency instruction helps struggling readers
Oral reading fluency instruction also helps struggling readers.
- Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C.K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21:4, 317-347.
Oral reading fluency in middle school helps predict reading comprehension scores into high school
Oral reading fluency is important in middle school, but continues to predict reading comprehension scores into high school.
- Paige, D.D., Rasinski, T.V., & Magpuri-Lavell, T. (2012). Is fluent, expressive reading important for high school readers? Journal of Adolescent and Adult Literacy, 56:1, 67-76.
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Education Resources for Teachers
of Deaf/Hard of Hearing Students
Why Use Progress Monitoring Data?
Research on CBM indicates that students whose teachers used CBM significantly outperformed comparable students whose teachers did not use CBM to monitor progress. Teachers who use CBM progress monitoring data are more likely to make adjustments in instructional programming when indicated compared to teachers who do not use CBM data (1).
Video : Susan Lane-Outlaw on the use of NWEA data with parents.
Progress monitoring can help the educational team make decisions related to (12):
- Determining effectiveness of instructional strategies
- Determining access to curricula
- Establishing and modifying IEP goals, objectives and benchmarks
- decreasing / increasing direct instructional time/ time on task
- individual, small group, general education class instruction
- general education / special education/ teacher of D/HH instruction
- communication systems
Video : Kari Pofahl
- general education curriculum
- specialized curricula
- supplemental curricula
- modified curricula
- Parent access to academic performance data
- Parent participation in progress monitoring
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IMAGES
VIDEO
COMMENTS
CASE STUDY UNIT . Created by . Kim Skow, The IRIS Center, Vanderbilt University ... More than 30 years of research have proven the benefits of monitoring a student's progress in reading: • Students of teachers who use progress monitoring achieve higher grades than do those whose teachers do not (Fuchs, Butterworth, & Fuchs, 1989). •
The National Reading Panel (NRP) is a panel of reading instruction experts formed to compile all of the best evidence on how to teach reading to children. Chapter 3 states, "there is common agreement that fluency develops from reading practice . . . The NRP found that a range of well-described instructional approaches to encouraging repeated ...
Pathways of progress for individual, grade-level progress monitoring provides a tool to assist educators in: creating an individual student learning goal that is. ful, and attainable and an aim line for individual progress monitoring,Establishing an individual student learning goal that represents reading proficiency, including r. ee Guiding. t ...
Progress Monitoring in Reading: Comparison of Weekly, Bimonthly, and Monthly Assessments for Students at Risk for Reading Difficulties in Grades 2-4 ... from each other. Together, findings from these two studies indicate that monitoring students' progress less often than weekly is promising. However, generalization of the findings
Case Study Example #7: Sarah Mrs. Adams, the Reading Coach at ABC Elementary, has been working with Sarah, a fifth grader, since February in her Tier III intervention group. Sarah's second semester progress monitoring and spring benchmark data show that she did not meet the grade level expectation in oral reading fluency.
Reading Topics A-Z. Assessment and Evaluation. Review of Progress Monitoring Tools. The National Center on Intensive Intervention 's Technical Review Committee (TRC) established a standard process to evaluate the scientific rigor of commercially available tools to monitor student's progress. The National Center on Intensive Intervention ...
progress monitoring in the areas of reading, spelling, and mathematics at grades 1-6. Experimental research, which documents how teachers can use progress monitoring to enhance student progress, is available for one form of progress monitoring: Curriculum-Based Measurement (CBM). More than 200 empirical studies published in
Progress Monitoring: Reading. This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours). Earn the Professional Development Certificate for this module.
Progress Monitoring in Reading. Progress monitoring is a scientifically-based process for assessing a student's academic performance over time to determine the effectiveness of instruction. Progress monitoring is a process to determine the extent to which a student is responding to instruction either within the general curriculum or within ...
Screening , diagnosing, and progress monitoring are essential to making sure that all students become fluent readers — and the words-correct per-minute (WCPM) procedure can work for all three. The only aspect of the procedure that has to change is the difficulty level of the text. For screening, passages are selected from text at the student ...
With Reading CBM, students read letters, isolated words, or passages within a 1-minute time span. The student has a "student copy" of the reading probe, and the teacher has an "examiner copy" of the same probe. The student reads out loud for 1 minute while the teacher marks student errors.
The following are a series of examples including two students, Crystal and Henry. Part 1. The first set of examples focuses on assessment and the progressive use of progress monitoring data. Example 1. Crystal, a fourth grader who is deaf, is reading at the 3.5 grade level but her teacher thinks she should be "doing better". At the first ...
aimswebPlus® is an assessment, data management, and reporting system that provides national and local performance and growth norms for the screening and progress monitoring of math and reading skills for all students in Kindergarten through Grade 8. aimswebPlus uses two types of measures: curriculum-based measures (CBMs)—brief, timed measures of fluency on essential basic skills—and ...
SMART (Self Monitoring Approach to Reading and Thinking) The teacher should model the steps in the SMART strategy several times before asking the students to use it independently. Teacher provides guided practice. After students read a section of the text, ask them to use a pencil and place a check mark next to each paragraph they understand.
Student progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. You are probably already familiar with the goals and objectives that must be included in the Individualized Education Plan (IEP) for each child who receives special education services.A teacher who uses progress monitoring works with the goals in the ...
the progress monitoring, is also essential to the outcome of this case study. The student's time in valuable and therefore, accurate progress monitoring will allow the research to prove the instructional time is not being wasted. This assessment is simple and fast enough that testing will occur after each session.
and progress monitoring. Fluency is the ability to read a text accurately, at a good pace, and with proper expression and comprehension. and phoneme segmentation are recommended for screening, and for progress monitoring through mid-first grade. For grades 1-2, measures of word identification and oral reading fluency are recommended for ...
Maze is a process used to monitor students' silent reading fluency and comprehension. The Maze is a CBM procedure that may be used with an individual or with groups of students. Students are given a printed reading passage in which every 7th word has been replaced with three multiple-choice word options. The student is instructed to select ...
Sociology document from Indian River State College, 5 pages, EEX 4066 Guided Notes Module 1 1. After reading the Overview and Case Studies, list 3 additional questions you need to ask the ESE teacher, family and data team about each student about their progress? What are you, as the teacher, wondering about? Studen
Video: Susan Lane-Outlaw on the use of NWEA data with parents. Progress monitoring can help the educational team make decisions related to (12): Determining effectiveness of instructional strategies. Determining access to curricula. Establishing and modifying IEP goals, objectives and benchmarks. Identifying effectiveness of service delivery ...
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