Educator-Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System

Autor/inn/en	Nese, Joseph F. T.; Farley, Dan; Anderson, Daniel
Titel	Educator-Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System
Quelle	In: Learning Disabilities Research & Practice, 34 (2019) 2, S.97-109 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nese, Joseph F. T.) ORCID (Farley, Dan) ORCID (Anderson, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12191
Schlagwörter	Curriculum Based Assessment; Reading Instruction; Intervention; Elementary School Students; Grade 1; Teaching Methods; Positive Behavior Supports; Time Factors (Learning); Class Size; Small Group Instruction; Progress Monitoring; Reading Fluency + Suchen Sie Ihr Suchwort? Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengröße
Abstract	We used data from the 2014-2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a "typical" intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01