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Sample records for accessible reading assessment

  1. Steps toward Creating Fully Accessible Reading Assessments

    ERIC Educational Resources Information Center

    Thurlow, Martha L.

    2010-01-01

    The National Accessible Reading Assessment Projects (NARAP) have been conducting research and engaging in other activities to pull together a full view of the issues and potential solutions for developing reading assessments that are fully accessible and produce valid results for students with disabilities. To introduce this topic, the assumptions…

  2. Accessible Reading Assessments for Students with Disabilities

    ERIC Educational Resources Information Center

    Abedi, Jamal; Bayley, Robert; Ewers, Nancy; Mundhenk, Kimberly; Leon, Seth; Kao, Jenny; Herman, Joan

    2012-01-01

    Assessments developed and field tested for the mainstream student population may not be accessible for students with disabilities (SWDs) as a result of the impact of extraneous variables, including cognitive features, such as depth of knowledge required, grammatical and lexical complexity, lexical density, and textual/visual features. This study…

  3. Defining Reading Proficiency for Accessible Large-Scale Assessments: Some Guiding Principles and Issues

    ERIC Educational Resources Information Center

    National Accessible Reading Assessment Projects, 2006

    2006-01-01

    The National Accessible Reading Assessment Projects (NARAP) is a collaboration of two projects funded by the U.S. Department of Education to conduct research and development on accessible reading assessments for students with disabilities that affect reading. The goal of these projects is to produce research findings and assessment techniques that…

  4. Reading Assessment: Looking Ahead

    ERIC Educational Resources Information Center

    Afflerbach, Peter

    2016-01-01

    In this article, I focus on three areas of reading assessment that I believe to be crucial for students' reading development: developing comprehensive formative assessments, assessing the wide array of factors that contribute to students' reading development, and fostering student independence by helping students learn to use reading assessment on…

  5. Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities: A Study of Segmented Text. CRESST Report 746

    ERIC Educational Resources Information Center

    Abedi, Jamal; Kao, Jenny C.; Leon, Seth; Sullivan, Lisa; Herman, Joan L.; Pope, Rita; Nambiar, Veena; Mastergeorge, Ann M.

    2008-01-01

    This study sought to explore factors that affect the accessibility of reading comprehension assessments for students with disabilities. The study consisted of testing students using reading comprehension passages that were broken down into shorter "segments" or "chunks." The results of the segmenting study indicated that: (a) segmenting did not…

  6. Assessing Motivation to Read.

    ERIC Educational Resources Information Center

    Gambrell, Linda B.; And Others

    1996-01-01

    Describes the Motivation to Read Profile (MRP), which assesses children's self-concepts as readers and the value they see in reading. Discusses its development and offers suggestions for its use with elementary students. Includes the MRP. (SR)

  7. Continued Access to Syntactic Information in Reading

    ERIC Educational Resources Information Center

    Funke, Reinold; Sieger, Jasmin

    2012-01-01

    Reliable access to syntactic information beyond its use in first-pass reading was probed using a task labeled "syntactic reading task." This task draws on an orthographic marker for syntactic structure, the capitalization of nouns in German. Subjects read written text strings containing a unit that could be taken as a noun or as a verb. The…

  8. Assessment for Reading Instruction.

    ERIC Educational Resources Information Center

    McKenna, Michael C.; Stahl, Steven A.

    Combining essential background knowledge with hands-on tools, this practical resource and textbook provides a detailed road map for conducting multidimensional reading assessment. The book presents effective ways to evaluate K-6 students' spelling, word recognition, fluency, comprehension, strategic knowledge, and more. Intended for preservice and…

  9. Predictive assessment of reading.

    PubMed

    Wood, Frank B; Hill, Deborah F; Meyer, Marianne S; Flowers, D Lynn

    2005-12-01

    Study 1 retrospectively analyzed neuropsychological and psychoeducational tests given to N=220 first graders, with follow-up assessments in third and eighth grade. Four predictor constructs were derived: (1) Phonemic Awareness, (2) Picture Vocabulary, (3) Rapid Naming, and (4) Single Word Reading. Together, these accounted for 88%, 76%, 69%, and 69% of the variance, respectively, in first, third, and eighth grade Woodcock Johnson Broad Reading and eighth grade Gates-MacGinitie. When Single Word Reading was excluded from the predictors, the remaining predictors still accounted for 71%, 65%, 61%, and 65% of variance in the respective outcomes. Secondary analyses of risk of low outcome showed sensitivities/specificities of 93.0/91.0, and 86.4/84.9, respectively, for predicting which students would be in the bottom 15% and 30% of actual first grade WJBR. Sensitivities/specificities were 84.8/83.3 and 80.2/81.3, respectively, for predicting the bottom 15% and 30% of actual third grade WJBR outcomes; eighth grade outcomes had sensitivities/specificities of 80.0/80.0 and 85.7/83.1, respectively, for the bottom 15% and 30% of actual eighth grade WJBR scores. Study 2 cross-validated the concurrent predictive validities in an N=500 geographically diverse sample of late kindergartners through third graders, whose ethnic and racial composition closely approximated the national early elementary school population. New tests of the same four predictor domains were used, together taking only 15 minutes to administer by teachers; the new Woodcock-Johnson III Broad Reading standard score was the concurrent criterion, whose testers were blind to the predictor results. This cross-validation showed 86% of the variance accounted for, using the same regression weights as used in Study 1. With these weights, sensitivity/specificity values for the 15% and 30% thresholds were, respectively, 91.3/88.0 and 94.1/89.1. These validities and accuracies are stronger than others reported for

  10. Assessing Adolescents' Motivation to Read

    ERIC Educational Resources Information Center

    Pitcher, Sharon M.; Albright, Lettie K.; DeLaney, Carol J.; Walker, Nancy T.; Seunarinesingh, Krishna; Mogge, Stephen; Headley, Kathy N.; Ridgeway, Victoria Gentry; Peck, Sharon; Hunt, Rebecca; Dunston, Pamela J.

    2007-01-01

    A team of researchers revised the Motivation to Read Profile for use with adolescents. Instruments to assess adolescents' in- and out-of-school reading motivations were administered. A survey adapted for adolescents was administered to 384 teens at eight sites throughout the United States and Trinidad, and 100 students were interviewed using a…

  11. The Effect of Print Access on Reading Frequency.

    ERIC Educational Resources Information Center

    McQuillan, Jeff; Au, Julie

    2001-01-01

    Examines print access in a comprehensive way to include home, school, and community resources. Finds that consistent with previous research, convenient access to reading material, regardless of these eleventh-grade students' reading ability, was associated with more frequent reading. Discusses implications for providing students with easier access…

  12. Developing New Reading Assessments to Promote Beginning Reading in Singapore

    ERIC Educational Resources Information Center

    Koh, Kim H.; Paris, Scott G.

    2011-01-01

    Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…

  13. Military Reading Assessment: What Theory Tells Us.

    ERIC Educational Resources Information Center

    Oxford-Carpenter, Rebecca L.; Schultz-Shiner, Linda J.

    This paper addresses practical Army problems in reading assessment from a theory base reflecting the most recent research on reading comprehension. Military and occupational research shows that reading proficiency is related to job performance. Reading assessment is a key issue in the Army due to changes in the reading ability levels of the Army…

  14. The Assessment of Reading Comprehension Difficulties for Reading Intervention

    ERIC Educational Resources Information Center

    Woolley, Gary

    2008-01-01

    There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a…

  15. Estimating Reading Skill from ACT Assessment Scores.

    ERIC Educational Resources Information Center

    Noble, Julie

    1986-01-01

    A study correlating Nelson-Denny Reading Test scores with American College Testing Program Assessments (ACT) indicates that reading skill can be predicted accurately from the ACT social studies reading and English usage subtests. (MSE)

  16. Understanding and Using Reading Assessment, K-12

    ERIC Educational Resources Information Center

    Afflerbach, Peter

    2007-01-01

    This book will help teachers examine and choose reading assessment in relation to current understandings of the reading process, students' development, and the culture of schooling. Each chapter focuses on a particular type of reading assessment to familiarize teachers with the broad array of assessments available; uses the CURRV framework as an…

  17. Reading: Tests and Assessment Techniques. Second Edition. United Kingdom Reading Association Teaching of Reading Monograph Series.

    ERIC Educational Resources Information Center

    Pumfrey, Peter D.

    The second edition of this British publication provides details of recent developments in the assessment of reading attainments and the analysis of reading processes. The book begins with a description of various types of reading tests and assessment techniques with consideration given to the purposes for which normative, criterion-referenced, and…

  18. Sixth Grade Reading: A Needs Assessment Report.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Program Planning and Needs Assessment.

    This study reports the findings of a 1971 assessment of the reading achievement of 22,000 sixth grade students in Texas. The study used the Prescriptive Reading Test (PRT) and a Pupil Identification Form (PID). Results from the PRT are reported in terms of the percentage of pupils who achieved each of 48 reading objectives. Nineteen objectives…

  19. Adaptive Assessment for Nonacademic Secondary Reading.

    ERIC Educational Resources Information Center

    Hittleman, Daniel R.

    Adaptive assessment procedures are a means of determining the quality of a reader's performance in a variety of reading situations and on a variety of written materials. Such procedures are consistent with the idea that there are functional competencies which change with the reading task. Adaptive assessment takes into account that a lack of…

  20. Reading Assessment--The Third Dimension.

    ERIC Educational Resources Information Center

    Johns, Jerry L.

    1979-01-01

    Suggests that teacher observations form a valid and integral part of student assessment and that, in addition to standardized tests and informal tests, this "inner-ocular technique" is an important means for assessing the effectiveness of reading instruction. (MKM)

  1. Factoring AAVE into Reading Assessment and Instruction

    ERIC Educational Resources Information Center

    Wheeler, Rebecca; Cartwright, Kelly B.; Swords, Rachel

    2012-01-01

    In our increasingly diverse schools, students bring diverse ways of speaking to the classroom. In turn, as features from students' home language varieties transfer into their readings of texts, teachers' assessment and intervention plans may be directly affected. If teachers conflate dialect influence with reading error in Standard English, they…

  2. Indiana Reading Assessment--Kindergarten. Technical Report

    ERIC Educational Resources Information Center

    Center for Innovation in Assessment (NJ1), 2007

    2007-01-01

    Research was conducted to evaluate how well the "Indiana Reading Assessment--Kindergarten" evaluates various reading skills of kindergarten students. Multiple analyses were conducted; while the results of all the analyses were encouraging, the results derived from the concurrent validity study were most significant. All correlations were…

  3. Assessing Competence in ESL: Reading.

    ERIC Educational Resources Information Center

    Oller, John W., Jr.

    Results from research with eye movement photography (EMP) are discussed with a view to defining differences between native-speaker and non-native reading processes. The greatest contrast is in terms of the duration of eye fixations; non-native speakers at the college level require about as much time for a fixation as an average native-speaker at…

  4. Have Fun with Reading Assessment.

    ERIC Educational Resources Information Center

    Kowalik, Laura

    1995-01-01

    Describes different methods of evaluating the reading and language skills of students who are deaf or hard of hearing. Student activities include creating a slide show to illustrate a story, decorating paper bags with key scenes and placing items related to the story inside, and creating book jackets. (CR)

  5. Authentic Assessment in Reading Education Courses.

    ERIC Educational Resources Information Center

    Higginson, Bonnie; Smith, Lynn C.

    Noting that many teachers and some states have abandoned traditional testing methods of public school students in favor of authentic and performance-based assessment, this paper shares alternative assessment methods used by two teacher educators. After a brief introduction to the issues of authentic assessment in reading education courses, the…

  6. Toward Dynamic Assessment of Reading: Applying Metacognitive Awareness Guidance to Reading Assessment Tasks.

    ERIC Educational Resources Information Center

    Guterman, Eva

    2002-01-01

    Tests the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners'"Habits of Mind" while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks. Confirms that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the…

  7. Assessing reading fluency in Kenya: Oral or silent assessment?

    NASA Astrophysics Data System (ADS)

    Piper, Benjamin; Zuilkowski, Stephanie Simmons

    2015-04-01

    In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading Initiative (PRIMR) in Kenya, aims to begin filling this gap by addressing a key assessment issue - should literacy assessments in Kenya be administered orally or silently? The authors compared second-grade students' scores on oral and silent reading tasks of the Early Grade Reading Assessment (EGRA) in Kiswahili and English, and found no statistically significant differences in either language. They did, however, find oral reading rates to be more strongly related to reading comprehension scores. Oral assessment has another benefit for programme evaluators - it allows for the collection of data on student errors, and therefore the calculation of words read correctly per minute, as opposed to simply words read per minute. The authors therefore recommend that, in Kenya and in similar contexts, student reading fluency be assessed via oral rather than silent assessment.

  8. Postoperative assessment of vascular access.

    PubMed

    Malovrh, Marko

    2014-01-01

    Vascular access problems lead to increased patient morbidity and mortality. Autologous arteriovenous fistulas (AVFs) are preferred over grafts. An increase in utilization of AVFs results in an increased incidence of early AVF failure and nonmaturation. A thorough evaluation of a new AVF after 4-6 weeks after creation should be considered mandatory. Experienced persons can examine AVF and predict its utility as a dialysis access. Detailed physical examination of the access performed by educated and trained staff can provide, in most cases, adequate information about the main causes for AVF dysfunction in case of nonmaturation or in case of late access complications. Physical examination has been shown to be very accurate in assessing fistula and is not difficult to learn. Doppler ultrasound (DU) is an additional diagnostic method to predict the ultimate maturation of newly created AVFs and is also very useful in further defining problems that have been detected by physical examination. DU also provides additional information that is of the utmost importance for the surgical or interventional treatment.In this review, basic principles of physical examination and of DU examination of early and late AVF/graft complications are shown. PMID:24817448

  9. Early Reading Assessment. A Practitioner's Handbook

    ERIC Educational Resources Information Center

    Rathvon, Natalie

    2004-01-01

    This indispensable resource offers a cutting-edge framework and practical tools for screening and assessing K-2 students at risk for reading problems. Provided are critical reviews of 42 specific measures, selected for optimal technical quality and presented in a clear, standardized format. Encapsulated are the scientific basis for each…

  10. Assessing the Dimensionality of NAEP Reading Data.

    ERIC Educational Resources Information Center

    Zwick, Rebecca

    1987-01-01

    National Assessment of Educational Progress reading data were scaled using a unidimensional item response theory model. Bock's full-information factor analysis and Rosenbaum's test of unidimensionality were applied. Conclusions about unidimensionality for balanced incomplete block spiralled data were the same as for complete data. (Author/GDC)

  11. Complex dynamics of semantic memory access in reading.

    PubMed

    Baggio, Giosué; Fonseca, André

    2012-02-01

    Understanding a word in context relies on a cascade of perceptual and conceptual processes, starting with modality-specific input decoding, and leading to the unification of the word's meaning into a discourse model. One critical cognitive event, turning a sensory stimulus into a meaningful linguistic sign, is the access of a semantic representation from memory. Little is known about the changes that activating a word's meaning brings about in cortical dynamics. We recorded the electroencephalogram (EEG) while participants read sentences that could contain a contextually unexpected word, such as 'cold' in 'In July it is very cold outside'. We reconstructed trajectories in phase space from single-trial EEG time series, and we applied three nonlinear measures of predictability and complexity to each side of the semantic access boundary, estimated as the onset time of the N400 effect evoked by critical words. Relative to controls, unexpected words were associated with larger prediction errors preceding the onset of the N400. Accessing the meaning of such words produced a phase transition to lower entropy states, in which cortical processing becomes more predictable and more regular. Our study sheds new light on the dynamics of information flow through interfaces between sensory and memory systems during language processing. PMID:21715401

  12. Assessing Reading. Using Cloze Procedure To Assess Reading Skills. [Packet] and Handbook.

    ERIC Educational Resources Information Center

    Vaughan, Judy

    These instructor's materials consist of a handbook directed to the teacher and 33 worksheets teachers can use with adult students in order to use the cloze procedure to assess how readily they can read materials of differing complexity. The handbook introduces the materials by considering such questions as What is meant by reading?, How could…

  13. Assessing Comprehension During Reading with the Reading Strategy Assessment Tool (RSAT)

    PubMed Central

    Magliano, Joseph P.; Millis, Keith K.; Levinstein, Irwin

    2011-01-01

    Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool (RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked either an indirect (“What are your thoughts regarding your understanding of the sentence in the context of the passage?”) or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension. In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT variables were also shown to correlate with human ratings. The results of this study constitute a “proof of concept” and demonstrate that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. PMID:23901332

  14. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    ERIC Educational Resources Information Center

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

  15. Assessing Motivation To Read. Instructional Resource No. 14.

    ERIC Educational Resources Information Center

    Gambrell, Linda B.; And Others

    The Motivation to Read Profile (MRP) is a public-domain instrument designed to provide teachers with an efficient and reliable way to assess reading motivation qualitatively and quantitatively by evaluating students' self-concept as readers and the value they place on reading. The MRP consists of two basic instruments: the Reading Survey (a…

  16. Assessing Comprehension during Reading with the Reading Strategy Assessment Tool (RSAT)

    ERIC Educational Resources Information Center

    Magliano, Joseph P.; Millis, Keith K.; Levinstein, Irwin; Boonthum, Chutima

    2011-01-01

    Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment of these processes as they operate during reading. This study assessed the viability of the Reading…

  17. Dramatic reduction of read disturb through pulse width control in spin torque random access memory

    NASA Astrophysics Data System (ADS)

    Wang, Zihui; Wang, Xiaobin; Gan, Huadong; Jung, Dongha; Satoh, Kimihiro; Lin, Tsann; Zhou, Yuchen; Zhang, Jing; Huai, Yiming; Chang, Yao-Jen; Wu, Te-ho

    2013-09-01

    Magnetizations dynamic effect in low current read disturb region is studied both experimentally and theoretically. Dramatic read error rate reduction through read pulse width control is theoretically predicted and experimentally observed. The strong dependence of read error rate upon pulse width contrasts conventional energy barrier approach and can only be obtained considering detailed magnetization dynamics at long time thermal magnetization reversal region. Our study provides a design possibility for ultra-fast low current spin torque random access memory.

  18. Assessing the format of the presentation of text in developing a Reading Strategy Assessment Tool (R-SAT).

    PubMed

    Gilliam, Sara; Magliano, Joseph P; Millis, Keith K; Levinstein, Irwin; Boonthum, Chutima

    2007-05-01

    We are constructing a new computerized test of reading comprehension called the Reading Strategy Assessment Tool (R-SAT). R-SAT elicits and analyzes verbal protocols that readers generate in response to questions as they read texts. We examined whether the amount of information available to the reader when reading and answering questions influenced the extent to which R-SAT accounts for comprehension. We found that R-SAT was most predictive of comprehension when the readers did not have access to the text as they answered questions. PMID:17695345

  19. Measures of Reading Comprehension: A Latent Variable Analysis of the Diagnostic Assessment of Reading Comprehension

    ERIC Educational Resources Information Center

    Francis, David J.; Snow, Catherine E.; August, Diane; Carlson, Coleen D.; Miller, Jon; Iglesias, Aquiles

    2006-01-01

    This study compares 2 measures of reading comprehension: (a) the Woodcock-Johnson Passage Comprehension test, a standard in reading research, and (b) the Diagnostic Assessment of Reading Comprehension (DARC), an innovative measure. Data from 192 Grade 3 Spanish-speaking English language learners (ELLs) were used to fit a series of latent variable…

  20. A Standardized Tool for Assessing the Quality of Classroom-Based Shared Reading: Systematic Assessment of Book Reading (SABR)

    ERIC Educational Resources Information Center

    Pentimonti, Jill M.; Zucker, Tricia A.; Justice, Laura M.; Petscher, Yaacov; Piasta, Shayne B.; Kaderavek, Joan N.

    2012-01-01

    Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize…

  1. Reading Assessment: Principles and Practices for Elementary Teachers. A Collection of Articles from "The Reading Teacher."

    ERIC Educational Resources Information Center

    Barrentine, Shelby J., Ed.

    This compilation of articles from "The Reading Teacher" contrasts old and new approaches to reading assessment and offers methods that teachers can use in the classroom to build better readers. The articles suggest that in order to effectively assess young readers, one must integrate assessment with instruction, which requires new forms of…

  2. Assessing the Reading Process When Women Read Advertisements.

    ERIC Educational Resources Information Center

    Rogers, C. D.

    1982-01-01

    Concludes that (1) when women read advertisements, they screen them through their own personalities, including their personal and family marketing needs, and (2) the process they use to do this depends more on the product advertised and its usefulness than on the advertisement. (FL)

  3. Implementation of Online Reading Assessments to Encourage Reading Interests

    ERIC Educational Resources Information Center

    Rahayu, Endang Yuliani; Februariyanti, Herni

    2015-01-01

    The current study reports a two-year research project funded by the Government of the Republic of Indonesia through a competitive research scheme. The aim is basically to respond to the fact most university students have very low interests in reading activities, such as finding out important information for their term papers as assigned by the…

  4. Human and Automated Assessment of Oral Reading Fluency

    ERIC Educational Resources Information Center

    Bolaños, Daniel; Cole, Ron A.; Ward, Wayne H.; Tindal, Gerald A.; Hasbrouck, Jan; Schwanenflugel, Paula J.

    2013-01-01

    This article describes a comprehensive approach to fully automated assessment of children's oral reading fluency (ORF), one of the most informative and frequently administered measures of children's reading ability. Speech recognition and machine learning techniques are described that model the 3 components of oral reading fluency: word accuracy,…

  5. Conceptualizing and Assessing Higher-Order Thinking in Reading

    ERIC Educational Resources Information Center

    Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun

    2015-01-01

    Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a…

  6. Assessing agreement between malaria slide density readings

    PubMed Central

    2010-01-01

    Background Several criteria have been used to assess agreement between replicate slide readings of malaria parasite density. Such criteria may be based on percent difference, or absolute difference, or a combination. Neither the rationale for choosing between these types of criteria, nor that for choosing the magnitude of difference which defines acceptable agreement, are clear. The current paper seeks a procedure which avoids the disadvantages of these current options and whose parameter values are more clearly justified. Methods and Results Variation of parasite density within a slide is expected, even when it has been prepared from a homogeneous sample. This places lower limits on sensitivity and observer agreement, quantified by the Poisson distribution. This means that, if a criterion of fixed percent difference criterion is used for satisfactory agreement, the number of discrepant readings is over-estimated at low parasite densities. With a criterion of fixed absolute difference, the same happens at high parasite densities. For an ideal slide, following the Poisson distribution, a criterion based on a constant difference in square root counts would apply for all densities. This can be back-transformed to a difference in absolute counts, which, as expected, gives a wider range of acceptable agreement at higher average densities. In an example dataset from Tanzania, observed differences in square root counts correspond to a 95% limits of agreement of -2,800 and +2,500 parasites/μl at average density of 2,000 parasites/μl, and -6,200 and +5,700 parasites/μl at 10,000 parasites/μl. However, there were more outliers beyond those ranges at higher densities, meaning that actual coverage of these ranges was not a constant 95%, but decreased with density. In a second study, a trial of microscopist training, the corresponding ranges of agreement are wider and asymmetrical: -8,600 to +5,200/μl, and -19,200 to +11,700/μl, respectively. By comparison, the optimal

  7. The Assessment of Reading Comprehension: Considerations and Cautions

    ERIC Educational Resources Information Center

    Snyder, Lynn; Caccamise, Donna; Wise, Barbara

    2005-01-01

    This article discusses the main purposes of reading comprehension assessment and identifies the key features of good assessment. The article also identifies pitfalls that clinicians and educators should avoid to conduct valid assessments of reading comprehension, such as the degree to which the measure taps the constructive and integrative…

  8. The Role of Accessibility of Semantic Word Knowledge in Monolingual and Bilingual Fifth-Grade Reading

    ERIC Educational Resources Information Center

    Cremer, M.; Schoonen, R.

    2013-01-01

    The influences of word decoding, availability, and accessibility of semantic word knowledge on reading comprehension were investigated for monolingual "("n = 65) and bilingual children ("n" = 70). Despite equal decoding abilities, monolingual children outperformed bilingual children with regard to reading comprehension and…

  9. Meeting the Needs of Struggling Readers: Using Reading Assessments in a Graduate-Level Reading Course

    ERIC Educational Resources Information Center

    Oslick, Mary Ellen; Lane, Hannah

    2014-01-01

    The purpose of this research is to share the reading assessments that graduate students selected for their clinical practice with struggling readers. After a careful look at assessments, their place in the recent shift to Response to Intervention (RTI), specifically regarding reading instruction and the preparation of reading…

  10. 39% access time improvement, 11% energy reduction, 32 kbit 1-read/1-write 2-port static random-access memory using two-stage read boost and write-boost after read sensing scheme

    NASA Astrophysics Data System (ADS)

    Yamamoto, Yasue; Moriwaki, Shinichi; Kawasumi, Atsushi; Miyano, Shinji; Shinohara, Hirofumi

    2016-04-01

    We propose novel circuit techniques for 1 clock (1CLK) 1 read/1 write (1R/1W) 2-port static random-access memories (SRAMs) to improve read access time (tAC) and write margins at low voltages. Two-stage read boost (TSR-BST) and write word line boost (WWL-BST) after the read sensing schemes have been proposed. TSR-BST reduces the worst read bit line (RBL) delay by 61% and RBL amplitude by 10% at V DD = 0.5 V, which improves tAC by 39% and reduces energy dissipation by 11% at V DD = 0.55 V. WWL-BST after read sensing scheme improves minimum operating voltage (V min) by 140 mV. A 32 kbit 1CLK 1R/1W 2-port SRAM with TSR-BST and WWL-BST has been developed using a 40 nm CMOS.

  11. Reading Assessments for Students with ASD: A Survey of Summative Reading Assessments Used in Special Educational Schools in the UK

    ERIC Educational Resources Information Center

    Arnold, Sharon; Reed, Phil

    2016-01-01

    Schools have an obligation to assess the literacy skills of their students, and the provision of reading instruction to students includes the ability to measure progress in this area. However, the design of reading tests includes the ability not only to read words, but also the ability to verbalise them. This presents a particular challenge for…

  12. Improving Open Access through Prior Learning Assessment

    ERIC Educational Resources Information Center

    Yin, Shuangxu; Kawachi, Paul

    2013-01-01

    This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

  13. Bilingual Lexical Access in Context: Evidence from Eye Movements during Reading

    ERIC Educational Resources Information Center

    Libben, Maya R.; Titone, Debra A.

    2009-01-01

    Current models of bilingualism (e.g., BIA+) posit that lexical access during reading is not language selective. However, much of this research is based on the comprehension of words in isolation. The authors investigated whether nonselective access occurs for words embedded in biased sentence contexts (e.g., A. I. Schwartz & J. F. Kroll, 2006).…

  14. Reading Framework for the 2013 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2012

    2012-01-01

    As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…

  15. Eighth Grade Assessment of Mathematics and Reading. 1989 Summary Report.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem.

    In February 1989, statewide assessment tests in reading, mathematics, and writing were given to a sample of eighth graders throughout Oregon. The results and analyses of reading and mathematics assessments are presented. Important trends are described based on the analysis of data from 1985, 1987, and 1989. The 1989 information provides the first…

  16. Reading Comprehension: Techniques for Assessment and Optimization.

    ERIC Educational Resources Information Center

    Tyler, Sherman W.; And Others

    Three studies examined the nature of individual differences and the role of advance information in reading comprehension. The subjects, 116 college students, read short passages--in some cases preceded by a given type of advance organizer--recalled the information therein, and finally sorted ideas from the passage into groups of similar ideas.…

  17. Historical View of the Influences of Measurement and Reading Theories on the Assessment of Reading.

    ERIC Educational Resources Information Center

    Engelhard, George, Jr.

    2001-01-01

    Explores the interactions among measurement theories, reading theories, and measurement practices from a historical perspective. Describes a conceptual framework for examining the assessment of reading and reviews major research traditions in measurement theory in the 20th century. Also provides a brief history of the Rasch measurement theory in…

  18. Assessment and Evaluation Methods for Access Services

    ERIC Educational Resources Information Center

    Long, Dallas

    2014-01-01

    This article serves as a primer for assessment and evaluation design by describing the range of methods commonly employed in library settings. Quantitative methods, such as counting and benchmarking measures, are useful for investigating the internal operations of an access services department in order to identify workflow inefficiencies or…

  19. An Assessment of Reading Compliance Decisions among Undergraduate Students

    ERIC Educational Resources Information Center

    Sharma, Amit; Van Hoof, Bert; Pursel, Barton

    2013-01-01

    Research suggests that reading compliance among undergraduate students is low. This study assesses the factors that influence students' decisions to comply with their assigned course readings using two theoretical underpinnings: students' self-rationing ability of time and construal effects on their decision process. Data collected…

  20. Teachers' Voices on Integrating MCAG into Reading Assessment Tasks.

    ERIC Educational Resources Information Center

    Guterman, Eva; Boxall, Waltraud

    2002-01-01

    Attempts to address, on behalf of the teacher of reading, some pedagogically significant aspects of metacognition. Tests the effect of using Metacognitive Awareness Guidance (MCAG) in reading assessment tasks given to nine-year-old Israeli pupils. Notes teachers' reactions related to four aspects: use of self-talk, use of metacognitive learning…

  1. NAEP 1994 Reading State Report for Hawaii. Trial State Assessment.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved…

  2. An Assessment of Reading Programs in North Mississippi Elementary Schools: A Comparative Analysis

    ERIC Educational Resources Information Center

    Bluitt, Angela Delentheia

    2009-01-01

    The purpose of this study was to compare the impact of reading programs of students who used the Reading Program One, Reading Program Two, and Reading Program Three reading programs and those students who were taught using no basal reading program in North Mississippi. The study also assessed teachers' perceptions of the various reading programs…

  3. Reading Assessment and Instruction for All Learners

    ERIC Educational Resources Information Center

    Schumm, Jeanne Shay, Ed.

    2006-01-01

    Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…

  4. What's in a Name Depends on the Type of Name: The Relationships between Semantic and Phonological Access, Reading Fluency, and Reading Comprehension

    ERIC Educational Resources Information Center

    Poulsen, Mads; Elbro, Carsten

    2013-01-01

    The present study investigated the relationships between lexical access, reading fluency, and comprehension. Two components of speed of lexical access were studied: phonological and semantic. Previous studies have mainly investigated these components of lexical access separately. The present study examined both components in naming tasks--with…

  5. A New Formative Assessment Technology for Reading and Writing

    ERIC Educational Resources Information Center

    Landauer, Thomas K.; Lochbaum, Karen E.; Dooley, Scott

    2009-01-01

    Advances in assessment technologies are affording teachers and students new ways to efficiently assess and track achievement while also better promoting learning. WriteToLearn is one such technology, a Web-based tool that integrates practice and assessment in reading comprehension with writing about what is learned. Based on the principle of…

  6. Technology and Current Reading/Literacy Assessment Strategies

    ERIC Educational Resources Information Center

    Balajthy, Ernest

    2007-01-01

    Computer-based technologies offer promise as a means to assess students and provide teachers with better understandings of their students' achievement. This article describes recent developments in computer-based and web-based reading and literacy assessment, focusing on assessment administration, information management, and report creation. In…

  7. Identifying Reading Problems with Computer-Adaptive Assessments

    ERIC Educational Resources Information Center

    Merrell, C.; Tymms, P.

    2007-01-01

    This paper describes the development of an adaptive assessment called Interactive Computerised Assessment System (InCAS) that is aimed at children of a wide age and ability range to identify specific reading problems. Rasch measurement has been used to create the equal interval scales that form each part of the assessment. The rationale for the…

  8. Teacher Survey of the Accessibility and Text Features of the Computerized Oral Reading Evaluation (CORE). Technical Report #1601

    ERIC Educational Resources Information Center

    Kahn, Josh; Nese, Joseph T.; Alonzo, Julie

    2016-01-01

    There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current and standard ORF assessment procedure requires that students read aloud a grade-level passage (˜ 250 words) in a one-to-one administration, with the number of words read correctly in 60 seconds constituting their…

  9. The Timing of Early Reading Assessment in Kindergarten

    ERIC Educational Resources Information Center

    Santi, Kristi L.; York, Mary; Foorman, Barbara R.; Francis, David J.

    2009-01-01

    Under the accountability provisions of the No Child Left Behind legislation, screening for reading risk has become routine in kindergarten. The objective of this study was to examine the effects of the timing of kindergarten assessment and the type of support provided to teachers to translate assessment results to instruction. Sixty-two schools…

  10. Predicting Reading Ability for Bilingual Latino Children Using Dynamic Assessment

    ERIC Educational Resources Information Center

    Petersen, Douglas B.; Gillam, Ronald B.

    2015-01-01

    This study investigated the predictive validity of a dynamic assessment designed to evaluate later risk for reading difficulty in bilingual Latino children at risk for language impairment. During kindergarten, 63 bilingual Latino children completed a dynamic assessment nonsense-word recoding task that yielded pretest to posttest gain scores,…

  11. "Writing What You Read": Assessment as a Learning Event.

    ERIC Educational Resources Information Center

    Wolf, Shelby; Gearhart, Maryl

    The central role of teachers' interpretive assessments in guiding the growth of young writers is explored. Theories of reader response and literary criticism have been used to design a framework that integrates what is read with what is written. The current context of writing assessment is explored, and some of the other authors' efforts to…

  12. Reading Assessment: Principles and Practices for Elementary Teachers. Second Edition

    ERIC Educational Resources Information Center

    Barrentine, Shelby J., Ed.; Stokes, Sandra M., Ed.

    2005-01-01

    How do teachers respond to the competing pressures of school accountability, high-stakes testing, classroom assessment and instruction? This updated collection of articles from The Reading Teacher can help. Readers will find tools for: (1) Building school assessment policies; (2) Helping students succeed on high-stakes tests; (3) Using assessment…

  13. Organizing and Evaluating Results from Multiple Reading Assessments

    ERIC Educational Resources Information Center

    Rubin, Jim

    2011-01-01

    The challenges of understanding how reading abilities vary within the classroom can be daunting. This article offers techniques to organize a variety of assessment data to give teachers a clear picture of individual achievement, how students compare with one another, and how reliably various assessment instruments yield an accurate picture of…

  14. Linking Large-Scale Reading Assessments: Comment

    ERIC Educational Resources Information Center

    Hanushek, Eric A.

    2016-01-01

    E. A. Hanushek points out in this commentary that applied researchers in education have only recently begun to appreciate the value of international assessments, even though there are now 50 years of experience with these. Until recently, these assessments have been stand-alone surveys that have not been linked, and analysis has largely focused on…

  15. An Analysis of Student Reading as Measured on the Diagnostic Assessment of Reading (DAR)

    ERIC Educational Resources Information Center

    Baca, Jo-Ann M.; Shepperson, Barbara A.

    2006-01-01

    As part of the reporting of Delaware's State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R&D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended a professional development program designed to help focus teacher instruction of struggling readers…

  16. Silent Reading Fluency Using Underlining: Evidence for an Alternative Method of Assessment

    ERIC Educational Resources Information Center

    Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney K.

    2012-01-01

    Assessing silent reading fluency in classroom environments is challenging. This article reports on a method of assessing silent reading using underlining, an approach that solves many problems other silent reading fluency assessment measures face. This method computationally monitors readers' silent reading fluency by the speed they underline…

  17. Poor readers' retrieval mechanism: efficient access is not dependent on reading skill

    PubMed Central

    Johns, Clinton L.; Matsuki, Kazunaga; Van Dyke, Julie A.

    2015-01-01

    A substantial body of evidence points to a cue-based direct-access retrieval mechanism as a crucial component of skilled adult reading. We report two experiments aimed at examining whether poor readers are able to make use of the same retrieval mechanism. This is significant in light of findings that poor readers have difficulty retrieving linguistic information (e.g., Perfetti, 1985). Our experiments are based on a previous demonstration of direct-access retrieval in language processing, presented in McElree et al. (2003). Experiment 1 replicates the original result using an auditory implementation of the Speed-Accuracy Tradeoff (SAT) method. This finding represents a significant methodological advance, as it opens up the possibility of exploring retrieval speeds in non-reading populations. Experiment 2 provides evidence that poor readers do use a direct-access retrieval mechanism during listening comprehension, despite overall poorer accuracy and slower retrieval speeds relative to skilled readers. The findings are discussed with respect to hypotheses about the source of poor reading comprehension. PMID:26528212

  18. The Reading Proficiency Interview (RPI): A Rapid Response Test Development Model for Assessing Reading Proficiency on the ILR Scale

    ERIC Educational Resources Information Center

    Kennedy, Lauren; Stansfeld, Charles W.

    2010-01-01

    The Reading Proficiency Interview (RPI) is a new reading proficiency test format that was created in response to the US government's need to rapidly produce a cost effective and credible reading proficiency assessment format for small-population languages. The RPI was developed in response to a requirement by the National Language Service Corps…

  19. Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment

    NASA Astrophysics Data System (ADS)

    McMahon, Don; Wright, Rachel; Cihak, David F.; Moore, Tara C.; Lamb, Richard

    2016-04-01

    The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with disabilities who received special education services. Participants were randomly assigned to three experimental testing conditions, standard administration, teacher-controlled read-aloud in traditional group delivery format, and student-controlled read-aloud delivered as a podcast and accessed on a mobile device, and given sample end-of-year science assessments. Based on a factorial analysis of variances, with test conditions and student status as the fixed factors, both student groups demonstrated statistically significant gains based on their testing conditions. Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation. Conclusions are discussed in the context of universal design for learning testing accommodations for future research and practice.

  20. Validity of CBM Measures of Oral Reading Fluency and Reading Comprehension on High-Stakes Reading Assessments in Grades 7 and 8

    ERIC Educational Resources Information Center

    Baker, Doris Luft; Biancarosa, Gina; Park, Bitnara Jasmine; Bousselot, Tracy; Smith, Jean-Louise; Baker, Scott K.; Kame'enui, Edward J.; Alonzo, Julie; Tindal, Gerald

    2015-01-01

    We examined the criterion validity and diagnostic efficiency of oral reading fluency (ORF), word reading accuracy, and reading comprehension (RC) for students in Grades 7 and 8 taking into account form effects of ORF, time of assessment, and individual differences, including student designations of limited English proficiency and special education…

  1. The Dimensional Structure of Reading Assessment Tasks in the IEA Reading Literacy Study 1991 and the Progress in International Reading Literacy Study 2001

    ERIC Educational Resources Information Center

    Gustafsson, Jan-Eric; Rosen, Monica

    2006-01-01

    The study investigates measurement properties of the reading assessment tasks used in the IEA 1991 Reading Literacy (RL) study and the Progress in International Readings Study (PIRLS) 2001 study. The analysis is based on data from the Swedish PIRLS study, comprising 16,676 students in grades 3 and 4. As an extension to the basic design, not only…

  2. Early reading performance: a comparison of teacher-based and test-based assessments.

    PubMed

    Kenny, D T; Chekaluk, E

    1993-04-01

    An unresolved question in early screening is whether test-based or teacher-based assessments should form the basis of the classification of children at risk of educational failure. Available structured teacher rating scales are lacking in predictive validity, and teacher predictions of students likely to experience reading difficulties have yielded disappointing true positive rates, with teachers failing to identify the majority of severely disabled readers. For this study, three educational screening instruments were developed: (a) a single teacher rating, categorizing children into three levels of reading ability (advanced, average, poor); (b) a 15-item teacher questionnaire designed to measure students' cognitive and language ability, attentional and behavioral characteristics, and academic performance; and (c) a battery of language and reading tests that are predictive of, or correlate with, reading failure. The concurrent validity of each instrument was assessed in a sample of 312 Australian schoolchildren from kindergarten, Year 1, and Year 2. Students were assessed at the end of the 1989 school year after having completed 1, 2, or 3 years of schooling. The results suggest that the nature of the skills required for success in reading changes in the first 3 years of schooling. Both teachers and tests concur more closely as children progress through the elementary years and as the risk behavior (reading) becomes more accessible to direct measurement. Carefully focused teacher rating scales may be a cost-effective means of identifying children at risk of reading failure. Improved teacher rating scales should be developed and used to assist in the early screening process. PMID:8515187

  3. Assessing standards of vascular access device care.

    PubMed

    McGuire, Rose

    Vascular access devices (VADs) are essential in health care as they provide vital access for treatment including the infusion of medication, fluids, blood products and nutritional supplements. However, their invasive nature predisposes patients to potential complications, primarily bloodstream infections. This article examines the current standards of VAD care and assesses compliance with current guidelines (national and trust policy) in one hospital setting utilising a practice audit. The audit was conducted in a 500-bed district general hospital over 6 non-consecutive week days. The medical division where the audit took place had 13 wards with 288 beds. A total of 120 VADs were audited, averaging n=9.2 per ward (with a range of 4-18 on each ward). The results demonstrated a collective non-compliance rate of 48%. Although overall compliance was 52%, a poor standard of care was highlighted across the division for all components of the care elements. The post-insertion care of VADs is an essential component of a comprehensive strategy to prevent complications. Consequently, initiatives such as audit, education and feedback should be used in an effort to improve practice and maintain optimal care. PMID:25904534

  4. Teacher Inquiry into Formative Assessment Practices in Remedial Reading Classrooms

    ERIC Educational Resources Information Center

    Brookhart, Susan M.; Moss, Connie M.; Long, Beverly A.

    2010-01-01

    Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers' own classrooms. This…

  5. The Reading Behavior Inventory: An Outcome Assessment Tool

    ERIC Educational Resources Information Center

    Goodrich, Gregory L.; Kirby, Jennine; Wood, Jennifer; Peters, Laura

    2006-01-01

    Many questionnaires attempt to assess the quality of life of individuals who are visually impaired (that is, those who are blind or have low vision), but few apply to those who are undergoing visual rehabilitation and hence are difficult to adapt as an outcome measure Massof & Rubin, 2001). The Reading Behavior Inventory (RBI) was developed as a…

  6. Assessing Understanding through Reading and Writing in Mathematics

    ERIC Educational Resources Information Center

    Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

    2010-01-01

    The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

  7. Documenting Reading Achievement and Growth for Students Taking Alternate Assessments

    ERIC Educational Resources Information Center

    Tindal, Gerald; Nese, Joseph F. T.; Farley, Dan; Saven, Jessica L.; Elliott, Stephen N.

    2016-01-01

    Students with disabilities have been included in state accountability systems for more than a decade; however, only in the past few years have alternate assessments of alternate achievement standards (AA-AAS) become stable enough to allow examination of these students' achievement growth. Using data from Oregon's AA-AAS in Reading during the…

  8. Methodological Issues in Curriculum-Based Reading Assessment.

    ERIC Educational Resources Information Center

    Fuchs, Lynn S.; And Others

    1984-01-01

    Three studies involving elementary students examined methodological issues in curriculum-based reading assessment. Results indicated that (1) whereas sample duration did not affect concurrent validity, increasing duration reduced performance instability and increased performance slopes and (2) domain size was related inversely to performance slope…

  9. Assessment of Children with Intellectual Giftedness and Reading Disabilities

    ERIC Educational Resources Information Center

    Volker, Martin A.; Lopata, Christopher; Cook-Cottone, Catherine

    2006-01-01

    This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that…

  10. Team Assessment when Members Have Low Reading Proficiency

    ERIC Educational Resources Information Center

    Littlepage, Glen E.; Brower, Grant

    2004-01-01

    Work teams sometimes include individuals with low levels of reading proficiency. Traditional team assessment instruments may not be suitable for use with such teams. A well-known teamwork instrument, the Team Excellence survey (LaFasto & Larson, 1987), was simplified to enhance readability. Fifty-two participants completed both the original and…

  11. Research-Driven Reading Assessment: Drilling to the Core

    ERIC Educational Resources Information Center

    Hempenstall, Kerry

    2009-01-01

    There is considerable interest and controversy in the community concerning how our students are faring in the task of mastering reading. Broad scale assessment, formerly at a State level and now at a National level (NAPLAN), is potentially valuable in helping answer this question in a broad sense. However, there are limitations to the value of…

  12. Emerging Theoretical Models of Reading through Authentic Assessments among Preservice Teachers: Two Case Studies

    ERIC Educational Resources Information Center

    Oboler, Eileen S.; Gupta, Abha

    2010-01-01

    This two-part study examines the emerging understanding of the reading process among preservice teachers (PTs), enrolled in a teacher preparation course on diagnostic reading. The study focuses on the use of reading assessment tools to understand the process of reading, while using reading inventories for diagnostic as well as pedagogical…

  13. READS: the rapid electronic assessment documentation system.

    PubMed

    Hickey, Ann; Gleeson, Margaret; Kellett, John

    Patient documentation is time consuming and can detract from care. The authors report a novel computer programme that manipulates routinely collected information to quantify nursing workload, along with the reason for admission, functional status, estimates of in-hospital mortality and life expectancy. The programme stores information in a database, and produces a print-out in a situation/background/assessment/recommendation (SBAR) format. The average time taken to enter 629 patient encounters was 6.6 minutes. Pain was the most common presentation for low workload patients, while high workload patients often presented with altered mental status and reduced mobility. There was only a modest correlation between the risk of death and nursing workload. The programme measures nursing workload without further paperwork, and improves routine documentation with a legible brief report that is automatically generated. This report can be shared and provides data that is immediately available for day-to-day care, audit, quality control and service planning. PMID:23249801

  14. Frequency Drives Lexical Access in Reading but not in Speaking: The Frequency-Lag Hypothesis

    PubMed Central

    Gollan, Tamar H.; Slattery, Timothy J.; Goldenberg, Diane; van Assche, Eva; Duyck, Wouter; Rayner, Keith

    2010-01-01

    To contrast mechanisms of lexical access in production versus comprehension we compared the effects of word-frequency (high, low), context (none, low-constraining, high-constraining), and level of English proficiency (monolinguals, Spanish-English bilinguals, Dutch-English bilinguals), on picture naming, lexical decision, and eye fixation times. Semantic constraint effects were larger in production than in reading. Frequency effects were larger in production than in reading without constraining context, but larger in reading than in production with constraining context. Bilingual disadvantages were modulated by frequency in production but not in eye fixation times, were not smaller in low-constraining context, and were reduced by high-constraining context only in production and only at the lowest level of English proficiency. These results challenge existing accounts of bilingual disadvantages, and reveal fundamentally different processes during lexical access across modalities, entailing a primarily semantically driven search in production, but a frequency driven search in comprehension. The apparently more interactive process in production than comprehension could simply reflect a greater number of frequency-sensitive processing stages in production. PMID:21219080

  15. Assessing the Global Accessibility of the Internet.

    ERIC Educational Resources Information Center

    Ngini, Chukwuma U.; Furnell, Steven M.; Ghita, Bogdan V.

    2002-01-01

    Presents the findings of an investigation into Internet connectivity and use in 19 countries to determine the extent of Internet access and whether it is considered beneficial. Discusses available telecommunications infrastructure, access costs, limitations to access, personal opinions, and results of a Web-based questionnaire. (Author/LRW)

  16. The Effects of Using a Critical Thinking Scoring Rubric to Assess Undergraduate Students' Reading Skills

    ERIC Educational Resources Information Center

    Leist, Cathy W.; Woolwine, Mark A.; Bays, Cathy L.

    2012-01-01

    The purpose of this study was to investigate the use of a critical thinking rubric as an assessment of reading achievement for students enrolled in a reading intervention course. A reading prompt and scoring rubric, based on Richard Paul and Linda Elder's critical thinking framework, were created to assess critical reading in an intervention…

  17. 75 FR 6012 - National Assessment of Educational Progress (NAEP) in Reading

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-05

    ... National Assessment of Educational Progress (NAEP) in Reading AGENCY: U.S. Department of Education... Reading. SUMMARY: The National Assessment Governing Board is soliciting public comment and recommendations... Progress (NAEP) in reading. These achievement levels definitions describe the reading skills and...

  18. The Predictive Utility of DIBELS Reading Assessment for Reading Comprehension among Third Grade English Language Learners and English Speaking Children

    ERIC Educational Resources Information Center

    Scheffel, Debora; Lefly, Dianne; Houser, Janet

    2012-01-01

    The study addresses the extent to which subtests on the Dynamic Indicators of Basic Early Literacy Skills Reading Assessment (DIBELS; Good & Kaminski, 2002) predict student success on a measure of reading comprehension and if prediction is consistent for native and second English Language Learners. 2,649 elementary students were assessed on a…

  19. A highly efficient SDRAM controller supporting variable-length burst access and batch process for discrete reads

    NASA Astrophysics Data System (ADS)

    Li, Nan; Wang, Junzheng

    2016-03-01

    A highly efficient Synchronous Dynamic Random Access Memory (SDRAM) controller supporting variable-length burst access and batch process for discrete reads is proposed in this paper. Based on the Principle of Locality, command First In First Out (FIFO) and address range detector are designed within this controller to accelerate its responses to discrete read requests, which dramatically improves the average Effective Bus Utilization Ratio (EBUR) of SDRAM. Our controller is finally verified by driving the Micron 256-Mb SDRAM MT48LC16M16A2. Successful simulation and verification results show that our controller exhibits much higher EBUR than do most existing designs in case of discrete reads.

  20. Determining the Internal Validity of the Inventory of Reading Occupations: An Assessment Tool of Children's Reading Participation.

    PubMed

    Grajo, Lenin C; Candler, Catherine; Bowyer, Patricia; Schultz, Sally; Thomson, Jennifer; Fong, Karen

    2016-01-01

    The Inventory of Reading Occupations (IRO) is an assessment tool of children's reading participation. In this study, we used Rasch methods to determine the internal validity of the IRO. Participants included 192 typical and struggling readers from kindergarten to third grade from five different states in the United States. We analyzed the fit of each of the items in the 17 reading categories, the test items in the three dimensions of reading participation, and the contexts of reading in the IRO. Analysis indicated that the IRO items support the Rasch model of unidimensionality. Analysis also indicated that 1 of the 30 test items can be revised to strengthen test validity. Moreover, the analysis also suggested that the IRO is more useful for first- to third-grade students. This study provides evidence of internal validity of a useful tool to assess children's reading participation. PMID:27089292

  1. Focus Group Reactions to Three Definitions of Reading (As Originally Developed in Support of NARAP Goal 1)

    ERIC Educational Resources Information Center

    Cline, Frederick; Johnstone, Christopher; King, Teresa

    2006-01-01

    The National Accessible Reading Assessment Projects (NARAP) is a collaborative effort that is conducting research to make large-scale assessments of reading proficiency more accessible for students who have disabilities that affect reading. There are two projects that comprise the NARAP partnership, Designing Accessible Reading Assessments (DARA)…

  2. Incremental and Predictive Utility of Formative Assessment Methods of Reading Comprehension

    ERIC Educational Resources Information Center

    Marcotte, Amanda M.; Hintze, John M.

    2009-01-01

    Formative assessment measures are commonly used in schools to assess reading and to design instruction accordingly. The purpose of this research was to investigate the incremental and concurrent validity of formative assessment measures of reading comprehension. It was hypothesized that formative measures of reading comprehension would contribute…

  3. Middle School Reading Assessment: Measuring What Matters under a RTI Framework

    ERIC Educational Resources Information Center

    O'reilly, Tenaha; Sabatini, John; Bruce, Kelly; Pillarisetti, Srinivasa; McCormick, Carina

    2012-01-01

    This article presents a prototype reading assessment designed to measure and support component and integrated reading skills. The work is motivated by the need to create a new generation of assessments that are better aligned with the research in cognitive science, reading and learning. An assessment that synthesizes advances in these areas may…

  4. A Review of the Early Reading Diagnostic Assessment, Second Edition (ERDA-2)

    ERIC Educational Resources Information Center

    Harrison, Gina L.

    2005-01-01

    This article reviews the Early Reading Diagnostic Assessment second edition (ERDA-2). The Early Reading Diagnostic Assessment, second edition (ERDA-2; The Psychological Corporation, 2003) assesses the acquisition of reading skills in children from kindergarten to Grade 3. The ERDA-2 is a collection of subtests adapted primarily from the Wechsler…

  5. Reading.

    ERIC Educational Resources Information Center

    Mulford, Jeremy, Ed.

    1971-01-01

    A collection of articles reflecting the underlying concern of British contributors with continuity--conceiving reading and learning as a whole throughout the school years--comprises this special issue of "English in Education." Specific topics treated are: "What Children Learn in Learning to Read" by R. Morris; "Reading without Primers" by W.…

  6. The Informal Reading-"Thinking" Inventory: Twenty-First-Century Assessment Formats for Discovering Reading and Writing Needs--and Strengths

    ERIC Educational Resources Information Center

    Manzo, Ula; Manzo, Anthony V.

    2013-01-01

    In this article, we discuss the Informal Reading-"Thinking" Inventory (IR-TI), an informal reading inventory built on an easily recognized legacy model that also branches out into new realms. The IR-TI provides tools for assessing reading the lines, reading between the lines, and reading beyond the lines. This is a 21st-century…

  7. Complicating the World of Reading Assessment: Toward Better Assessments for Better Teaching

    ERIC Educational Resources Information Center

    Pearson, P. David; Valencia, Sheila W.; Wixson, Karen

    2014-01-01

    In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture--the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced…

  8. Assessing Reading Comprehension in Adolescent Low Achievers: Subskills Identification and Task Specificity

    ERIC Educational Resources Information Center

    van Steensel, Roel; Oostdam, Ron; van Gelderen, Amos

    2013-01-01

    On the basis of a validation study of a new test for assessing low-achieving adolescents' reading comprehension skills--the SALT-reading--we analyzed two issues relevant to the field of reading test development. Using the test results of 200 seventh graders, we examined the possibility of identifying reading comprehension subskills and the effects…

  9. Using Metacognitive Assessments to Create Individualized Reading Instruction

    ERIC Educational Resources Information Center

    Israel, Susan E.

    2007-01-01

    Today more than ever, educators are challenged to meet the literacy needs of all learners in increasingly diverse classrooms. To help them meet this challenge, author Susan E. Israel, shows how to use metacognitive assessments to adapt literacy instruction to elementary students' individual needs. This book supplies teachers with easy access to…

  10. Formative, Informative, and Summative Assessment: The Relationship among Curriculum-Based Measurement of Reading, Classroom Engagement, and Reading Performance

    ERIC Educational Resources Information Center

    Marchand, Gwen C.; Furrer, Carrie J.

    2014-01-01

    This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…

  11. The Experimental Effects of the Strategic Adolescent Reading Intervention (STARI) on a Scenarios-Based Reading Comprehension Assessment

    ERIC Educational Resources Information Center

    Kim, James; Hemphill, Lowry; Troyer, Margaret; Jones, Stephanie; LaRusso, Maria; Kim, Ha-Yeon; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    Nearly one-quarter of U.S. eighth graders score below basic on national assessments of reading (NCES, 2013) and are poorly equipped for the reading demands of secondary school. Struggling adolescent readers cannot summarize a simple passage, use context to determine word meanings, and have difficulties making text-based inferences. In addition,…

  12. Classification Accuracy of Oral Reading Fluency and Maze in Predicting Performance on Large-Scale Reading Assessments

    ERIC Educational Resources Information Center

    Decker, Dawn M.; Hixson, Michael D.; Shaw, Amber; Johnson, Gloria

    2014-01-01

    The purpose of this study was to examine whether using a multiple-measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle-school students on a large-scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district.…

  13. Tools for Providing Feedback in Reading: A Reading Assessment Handbook for All Teachers in Grades 3-12

    ERIC Educational Resources Information Center

    Williamson, Jan; McMunn, Nancy; Reagan, Hope

    2004-01-01

    The purpose of this handbook is to assist teachers in assessing their students in reading, regardless of the grade level or subject they teach. It is intended as a starting point on the journey to helping students become effective readers, regardless of the material they are reading. SERVE, a Regional Educational Laboratories, has adapted this…

  14. Tools for Providing Feedback in Reading: A Reading Assessment Handbook for All Teachers in Grades 3-12

    ERIC Educational Resources Information Center

    Williamson, Jan

    2004-01-01

    The purpose of this handbook, is to assist teachers in assessing their students in reading, regardless of the grade level or subject they teach. It is intended as a starting point on the journey to helping students become effective readers, regardless of the material they are reading. SERVE, one of the Regional Educational Laboratories, has…

  15. Predicting Performance on the Tennessee Comprehensive Assessment for Reading for Third Graders Using Reading Curriculum Based Measures

    ERIC Educational Resources Information Center

    Kirkham, Robert Scott

    2013-01-01

    Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation's public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest…

  16. ABLE: An Instrument for Assessing Elementary Students' Perceptions of Access to Books, Beliefs, and Literacy Environment

    ERIC Educational Resources Information Center

    Stack, Maria H.; Moorefield-Lang, Heather; Barksdale, Mary Alice

    2015-01-01

    In order to promote voluntary reading in elementary school, students need to have access to books they want to read, to believe they can read, and to be in an environment conducive to reading. The purpose of this study was to develop and validate an instrument intended to measure students' perceptions in these areas. An exploratory factor analysis…

  17. Teaching Children To Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

    ERIC Educational Resources Information Center

    National Reading Panel, Bethesda, MD.

    This report summarizes the work and findings of the National Reading Panel, charged by Congress to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. The introduction to the report discusses the charge to the panel by Congress, establishment of the panel, the panel's…

  18. The Gift of Reading in 2011: Children and Young People's Access to Books and Attitudes towards Reading

    ERIC Educational Resources Information Center

    Clark, Christina; Woodley, Jane; Lewis, Fiona

    2011-01-01

    The authors' research has consistently highlighted the link between reading for pleasure and reading attainment. Worryingly, they have found that the number of children and young people who say that they own a book seems to be rapidly decreasing. In 2005, 1 in 10 of the children and young people they surveyed said they did not have a book of their…

  19. What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?

    ERIC Educational Resources Information Center

    Österholm, Magnus

    2015-01-01

    The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…

  20. Reading and Literature Objectives, 1979-80 Assessment. No. 11-RL-10.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

    The reading and literature objectives for the 1979-80 assessment by the National Assessment of Educational Progress (NAEP) are categorized into four major areas: valves reading and literature, comprehends written works, responds to written works, and applies study skills in reading. These major objectives and their subobjectives are presented as…

  1. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

    ERIC Educational Resources Information Center

    Gove, Amber, Ed.; Wetterberg, Anna, Ed.

    2011-01-01

    This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools.…

  2. Early Activity in Broca's Area During Reading Reflects Fast Access to Articulatory Codes From Print.

    PubMed

    Klein, Michael; Grainger, Jonathan; Wheat, Katherine L; Millman, Rebecca E; Simpson, Michael I G; Hansen, Peter C; Cornelissen, Piers L

    2015-07-01

    Prior evidence for early activity in Broca's area during reading may reflect fast access to articulatory codes in left inferior frontal gyrus pars opercularis (LIFGpo). We put this hypothesis to test using a benchmark for articulatory involvement in reading known as the masked onset priming effect (MOPE). In masked onset priming, briefly presented pronounceable strings of letters that share an initial phoneme with subsequently presented target words (e.g., gilp-GAME) facilitate word naming responses compared with unrelated primes (dilp-GAME). Crucially, these priming effects only occur when the task requires articulation (naming), and not when it requires lexical decisions. A standard explanation of masked onset priming is that it reflects fast computation of articulatory output codes from letter representations. We therefore predicted 1) that activity in left IFG pars opercularis would be modulated by masked onset priming, 2) that priming-related modulation in LIFGpo would immediately follow activity in occipital cortex, and 3) that this modulation would be greater for naming than for lexical decision. These predictions were confirmed in a magnetoencephalography (MEG) priming study. MOPEs emerged in left IFG at ∼100 ms posttarget onset, and the priming effects were more sustained when the task involved articulation. PMID:24448559

  3. NAEP 1992 Reading State Report for Hawaii. The Trial State Assessment at Grade 4.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1992, the NAEP Program included an expanded TSA in fourth-grade reading. The 1992 reading assessment considered students' performance in situations that…

  4. Mobile App to Assess Universal Access Compliance.

    PubMed

    Fransolet, Colette

    2016-01-01

    In terms of local legislation, South Africa has a handful of regulations that indirectly require Universal Access, which is then in itself largely described as facilities for people with disabilities. The most predominant set of regulations is the South African National Building Regulations, with a specific code which is deemed to satisfy standard titled South African National Standard (SANS) 10400 Part S: Facilities for Persons with Disabilities. Revised in 2011, this building regulation offers some technical guidelines specific to built infrastructure, and largely for people with functional mobility limitations. The description of the term "functional mobility limitations" in the context of this paper refers to people who make use of mobility aids to assist with their functionality in an environment, for example people who use walking aids (sticks, canes or walkers) and people who use wheelchairs. Albeit lacking in specifics around the requirements for other areas of functional limitations, including people who are blind, people who are deaf, and people with cognitive limitations, the SANS 10400 Part S is, to date, the most effective regulatory requirement in the country to assist with making facilities more accessible. With only a few experts in South Africa working in the field, the ability to offer clients Universal Access Reviews in terms of basic compliance with the SANS 10400 Part S is limited by two major factors. Firstly, the costs associated with employing experts in the field to review infrastructure is mostly too exorbitant for clients to carry. Secondly, the amount of time taken to perform reviews onsite and then collate the information into a coherent report for the client is far too long. These aspects result in a gap between clients wanting to meet the requirements, and being able to have the work completed in a reasonable amount of time. To overcome the challenge of larger institutions and organizations wanting to have their facilities reviewed in

  5. Mislabeled Reading and Learning Disabilities: Assessment and Treatment for Reading Difficulties in Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Sze, Susan

    2009-01-01

    Reading affects a plethora of areas in life. Students with learning disabilities often fall into this category due to a lack of practice with reading and less time to focus on building skills. This paper examines the background, the relationship between reading and learning disabilities, the characteristics of students with learning disabilities…

  6. The Impact of Technology-Based Reading Programs on Lower Achievers' State Reading Assessment

    ERIC Educational Resources Information Center

    Jacobs, Rhonda Suzanne

    2012-01-01

    Research concerning technology-based reading intervention is limited and additional studies are needed in this area of study. This study examined the individual intervention programs (Read 180 and Thinking Reader) for diverse 6th, 7th, and 8th graders in order to determine the gains per grade level on state standardized reading tests. This study…

  7. "Re-Valuing" Reading: Assessing Attitude and Providing Appropriate Reading Support

    ERIC Educational Resources Information Center

    Strickland, Kathleen; Walker, Amy

    2004-01-01

    The authors contend that the students, even those labeled "at risk" or "struggling," learn to read by reading--having time, opportunity, and support for active construction of meaning from text and reading books that are exciting, age-appropriate, enjoyable, and often self-chosen. Using examples from classrooms, the authors argue that assessing…

  8. Too Long to Read: Assessing the Motivation behind Graduate Student Attendance in Reading Groups

    ERIC Educational Resources Information Center

    Schenk, John J.; Steppan, Scott J.

    2014-01-01

    Graduate-level reading groups serve as a primary forum for students to learn current and complex concepts in their field. Because graduate students lament that reading "abnormally long" articles discourage them from attending particular reading group sessions, we tested the hypothesis that attendance will decrease proportionally with…

  9. Reading Fluency: Implications for the Assessment of Children with Reading Disabilities

    ERIC Educational Resources Information Center

    Meisinger, Elizabeth B.; Bloom, Juliana S.; Hynd, George W.

    2010-01-01

    The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized…

  10. Augmenting Paper-Based Reading Activity with Direct Access to Digital Materials and Scaffolded Questioning

    ERIC Educational Resources Information Center

    Chen, Nian-Shing; Teng, Daniel Chia-En; Lee, Cheng-Han; Kinshuk

    2011-01-01

    Comprehension is the goal of reading. However, students often encounter reading difficulties due to the lack of background knowledge and proper reading strategy. Unfortunately, print text provides very limited assistance to one's reading comprehension through its static knowledge representations such as symbols, charts, and graphs. Integrating…

  11. The Relationship between College Performance and Basic Skills Assessment Using SAT Scores, the Nelson Denny Reading Test, and Degrees of Reading Power.

    ERIC Educational Resources Information Center

    King, Bruce W.; And Others

    1994-01-01

    Describes a study of basic skills testing in mathematics and reading. Examines the relationships between mathematics course performance and class standing, gender, age, transfer status, and math Scholastic Assessment Tests (SAT) scores; and reading course performance and verbal SAT, Nelson Denny Reading Test, and Degrees of Reading Power Test…

  12. Radiological assessment of vascular access in haemodialysis patients.

    PubMed

    Kamper, Lars; Frahnert, Michael; Grebe, Scott-Oliver; Haage, Patrick

    2014-01-01

    Clinical examination is still the most important diagnostic tool and duplex ultrasonography is the imaging method of first choice. Radiological assessment of vascular access for haemodialysis includes preoperative analysis of vessel anatomy and postoperative surveillance for access maturation as well as diagnosis in vascular access insufficiency. Compared to ultrasonography digital subtraction angiography is superior for the evaluation of the central veins and allows diagnosis and treatment in one session. Computed tomography should only be used in patients with inconclusive ultrasonography results, for example, for the assessment of the central veins and visualization of the vascular tree. Gadolinium-enhanced magnetic resonance imaging is no longer recommended in dialysis patients, because it may trigger nephrogenic systemic fibrosis. In patients with a history of previous central venous catheters additional preoperative imaging of the central veins should be performed. In this article we review the different radiological imaging methods for preoperative assessment and suspected vascular access dysfunction. PMID:24817452

  13. Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures

    ERIC Educational Resources Information Center

    Kirkham, Scott; Lampley, James H.

    2014-01-01

    The purpose of this study was to investigate the relationship between three predictor variables (Fall R-CBM, Winter R-CBM, and Spring R-CBM) and the Tennessee Comprehensive Assessment Program third grade reading and language arts assessment. The population selected for this study included all third grade students from an East Tennessee school…

  14. The Development of the easyCBM CCSS Reading Assessments: Grade 3. Technical Report #1221

    ERIC Educational Resources Information Center

    Alonzo, Julie; Park, Bitnara Jasmine; Tindal, Gerald

    2012-01-01

    In this technical report, we document the development and piloting of easyCBM reading measures aligned to the Common Core State Standards, designed for use in screening students at risk for reading difficulty and monitoring their progress as they develop reading skills. The measures, which assess students' ability to respond to…

  15. Unrecognized Cultural Conventions for Assessing Word Reading That Affect Research and Practice

    ERIC Educational Resources Information Center

    Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Naka, Makiko

    2014-01-01

    In research on the acquisition of reading, there have been cross-orthographic comparisons made between some alphabetic scripts and a few syllabic scripts. In the present study of Japanese Grade 1 children learning to read hiragana, a syllabic script, there was a comparison of assessments of oral word reading accuracy levels recorded by scorers…

  16. Assessing the Relationship between Prosody and Reading Outcomes in Children Using the PEPS-C

    ERIC Educational Resources Information Center

    Lochrin, Margaret; Arciuli, Joanne; Sharma, Mridula

    2015-01-01

    This study investigated the relationship between both receptive and expressive prosody and each of three reading outcomes: accuracy of reading aloud words, accuracy of reading aloud nonwords, and comprehension. Participants were 63 children aged 7 to 12 years. To assess prosody, we used the Profiling Elements of Prosody in Speech Communication…

  17. The Adequacy of Tools for Assessing Reading Competence: A Framework and Review

    ERIC Educational Resources Information Center

    Kame'enui, Edward J.; Fuchs, Lynn; Francis, David J.; Good, Roland, III; O'Connor, Rollanda E.; Simmons, Deborah C.; Tindal, Gerald; Torgesen, Joseph K.

    2006-01-01

    Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students' needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures…

  18. Current Approaches to Assessment in Self-Access Language Learning

    ERIC Educational Resources Information Center

    Reinders, Hayo; Lázaro, Noemí

    2007-01-01

    Assessment is generally seen as one of the key challenges in the field of self-access learning (Gardner & Miller, 1999; Champagne et al., 2001; Lai, 2001; Kinoshita Thomson, 1996). Many researchers and practitioners point to difficulties with assessing language gains in an environment in which variables cannot comprehensively be controlled…

  19. Self-Assessment for Self-Access Learners.

    ERIC Educational Resources Information Center

    Gardner, David

    1996-01-01

    Emphasizes the need for self-assessment opportunities for self-access learners as a vehicle for granting recognition of the independence of these learners who possess the power to choose their lessons. Acceptable resources for self-assessment include computer software; peer review; TV news broadcasts; films with subtitles; and published, free…

  20. Assessment of RFID Read Accuracy for ISS Water Kit

    NASA Technical Reports Server (NTRS)

    Chu, Andrew

    2011-01-01

    The Space Life Sciences Directorate/Medical Informatics and Health Care Systems Branch (SD4) is assessing the benefits Radio Frequency Identification (RFID) technology for tracking items flown onboard the International Space Station (ISS). As an initial study, the Avionic Systems Division Electromagnetic Systems Branch (EV4) is collaborating with SD4 to affix RFID tags to a water kit supplied by SD4 and studying the read success rate of the tagged items. The tagged water kit inside a Cargo Transfer Bag (CTB) was inventoried using three different RFID technologies, including the Johnson Space Center Building 14 Wireless Habitat Test Bed RFID portal, an RFID hand-held reader being targeted for use on board the ISS, and an RFID enclosure designed and prototyped by EV4.

  1. Prediction of State Mandated Assessment Mathematics Scores from Computer Based Mathematics and Reading Preview Assessments

    ERIC Educational Resources Information Center

    Costa-Guerra, Boris

    2012-01-01

    The study sought to understand whether MAPs computer based assessment of math and language skills using MAPs reading scores can predict student scores on the NMSBA. A key question was whether or not the prediction can be improved by including student language skill scores. The study explored the effectiveness of computer based preview assessments…

  2. Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study

    ERIC Educational Resources Information Center

    Posey, Virginia K.; Henderson, Barbara W.

    2012-01-01

    Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…

  3. Assessment and instruction of oral reading fluency among adults with low literacy

    PubMed Central

    Mellard, Daryl; Woods, Kari; Fall, Emily

    2011-01-01

    We statistically examined 295 low-literacy adults’ oral reading fluency measured by total word and word error rates with connected prose. Based on four fluency ability groupings in relation to standardized assessments of reading-related skills (e.g., phonemic awareness, word recognition, vocabulary, comprehension, and general ability) the results suggest that adults that read at comparable correct word rates vary significantly in the number of total words and word errors. These differences were independent of assessed general ability level. Total word and word error rates, thus, offer a picture of learner reading ability that can help instructors emphasize instruction in deficit reading components. PMID:23795231

  4. The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness

    PubMed Central

    Hogan, Tiffany P.; Catts, Hugh W.; Little, Todd D.

    2010-01-01

    Purpose Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. Method Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. Results A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. Clinical Implications Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading. PMID:16389701

  5. Linking the 2011 National Assessment of Educational Progress (NAEP) in Reading to the 2011 Progress in International Reading Literacy Study (PIRLS)

    ERIC Educational Resources Information Center

    Phillips, Gary W.

    2014-01-01

    This paper describes a statistical linking between the 2011 National Assessment of Educational Progress (NAEP) in Grade 4 reading and the 2011 Progress in International Reading Literacy Study (PIRLS) in Grade 4 reading. The primary purpose of the linking study is to obtain a statistical comparison between NAEP (a national assessment) and PIRLS (an…

  6. ASSESSMENT AND TREATMENT OF ELOPEMENT MAINTAINED BY ACCESS TO STEREOTYPY

    PubMed Central

    Falcomata, Terry S; Roane, Henry S; Feeney, Brian J; Stephenson, Kasey M

    2010-01-01

    We evaluated a treatment for elopement maintained by access to stereotypic door play. First, we conducted a functional analysis of elopement that produced undifferentiated results. Next, we conducted an assessment in which we evaluated the relation between elopement and door play. Results suggested a functional relation between the 2 behaviors (i.e., elopement was maintained by contingent access to door play). Finally, we implemented functional communication training as a treatment for elopement in which access to door play was made contingent on a target appropriate communication response. PMID:21358912

  7. Assessment and treatment of elopement maintained by access to stereotypy.

    PubMed

    Falcomata, Terry S; Roane, Henry S; Feeney, Brian J; Stephenson, Kasey M

    2010-01-01

    We evaluated a treatment for elopement maintained by access to stereotypic door play. First, we conducted a functional analysis of elopement that produced undifferentiated results. Next, we conducted an assessment in which we evaluated the relation between elopement and door play. Results suggested a functional relation between the 2 behaviors (i.e., elopement was maintained by contingent access to door play). Finally, we implemented functional communication training as a treatment for elopement in which access to door play was made contingent on a target appropriate communication response. PMID:21358912

  8. The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide

    ERIC Educational Resources Information Center

    Smagorinsky, Peter

    2009-01-01

    This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, which appeared in the March 2009 issue of "Educational Researcher," by taking a cultural-historical perspective on reading and reading instruction. In this paradigm a number of those authors' assumptions are seen as questionable,…

  9. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  10. Validation of a Cognitive Diagnostic Model across Multiple Forms of a Reading Comprehension Assessment

    ERIC Educational Resources Information Center

    Clark, Amy K.

    2013-01-01

    The present study sought to fit a cognitive diagnostic model (CDM) across multiple forms of a passage-based reading comprehension assessment using the attribute hierarchy method. Previous research on CDMs for reading comprehension assessments served as a basis for the attributes in the hierarchy. The two attribute hierarchies were fit to data from…

  11. Assessing Reading: Multiple Measures for Kindergarten through Twelfth Grade. 2nd Edition

    ERIC Educational Resources Information Center

    Diamond, Linda, Ed.; Thorsnes, B. J., Ed.

    2008-01-01

    This book contains a collection of formal and informal reading assessments for use with students in Grades K-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these…

  12. Vocal Sight-Reading Assessment: Technological Advances, Student Perceptions, and Instructional Implications

    ERIC Educational Resources Information Center

    Henry, Michele

    2015-01-01

    This study investigated choral singers' comfort level using computer technology for vocal sight-reading assessment. High school choral singers (N = 138) attending a summer music camp completed a computer-based sight-reading assessment and accompanying pre- and posttest surveys on their musical backgrounds and perceptions about technology. A large…

  13. Children with Reading Disabilities: Does Dynamic Assessment Help in the Classification?

    ERIC Educational Resources Information Center

    Swanson, H. Lee; Howard, Crystal B.

    2005-01-01

    This study was conducted to determine whether the cognitive performance of reading disabled and poor readers can be separated under dynamic assessment procedures, and whether measures related to dynamic assessment add unique variance, beyond IO, in predicting reading achievement scores. The sample consisted of 70 children (39 females and 31…

  14. A Theory-Based Approach to Reading Assessment in the Army. Technical Report 625.

    ERIC Educational Resources Information Center

    Oxford-Carpenter, Rebecca L.; Schultz-Shiner, Linda J.

    Noting that the United States Army Research Institute for the Behavioral and Social Sciences (ARI) has been involved in research on reading assessment in the Army from both practical and theoretical perspectives, this paper addresses practical Army problems in reading assessment from a theory base that reflects the most recent and most sound…

  15. Treatment Utility of Functional versus Empiric Assessment within Consultation for Reading Problems

    ERIC Educational Resources Information Center

    Beavers, Karen F.; Kratochwill, Thomas R.; Braden, Jeffery P.

    2004-01-01

    In this study, 18 teachers and 32 of their students who had reading difficulties were randomly assigned to one of two assessment conditions. In the functional assessment condition, consultants identified functional relationships among environmental events and targeted reading behaviors to develop an intervention plan. In the empiric condition,…

  16. Relating Knowledge about Reading to Teaching Practice: An Exploratory Validity Study of a Teacher Knowledge Assessment

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Johnson, David; Carlisle, Joanne

    2009-01-01

    The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an argument that…

  17. Developmental Reading and English Assessment in a Researcher-Practitioner Partnership. CCRC Working Paper No. 85

    ERIC Educational Resources Information Center

    Perin, Dolores; Raufman, Julia; Kalamkarian, Hoori Santikian

    2015-01-01

    This paper reports findings from a researcher-practitioner partnership that assessed the readiness for postsecondary reading and writing demands of 211 students in developmental reading and English courses in two community colleges. An assessment battery was designed for the study, comprising two standardized tests and five projectdeveloped tasks.…

  18. Strategies for Reading Assessment and Instruction: Helping Every Child Succeed, Third Edition

    ERIC Educational Resources Information Center

    Reutzel, D. Ray; Cooter, Robert B., Jr.

    2007-01-01

    This third edition provides a wealth of complementary and practical ideas for teachers who need to assess and address students' reading achievement. Each of the strategy-driven chapters moves from a set of theory-informed assessment tools to intervention strategies that will address students' reading needs. The indispensable If-Then charts present…

  19. The Role of Timing in Assessing Oral Reading Fluency and Comprehension in Kenya

    ERIC Educational Resources Information Center

    Piper, Benjamin; Zuilkowski, Stephanie Simmons

    2016-01-01

    Despite rapid growth in literacy-related programmes and evaluation in sub-Saharan Africa, little critical attention has been paid to the relevance of assumptions that underlie existing assessment methods. This study focuses on the issue of timing in the assessment of oral reading fluency, a critical component of successful reading (Chard, Vaughn,…

  20. Using Art to Assess Reading Comprehension and Critical Thinking in Adolescents

    ERIC Educational Resources Information Center

    Holdren, Tara Shoemaker

    2012-01-01

    In the current testing environment, high school reading teachers may often rely on a multiple-choice assessment as the best practice. This study suggests that a visual arts assessment of reading comprehension can rigorously measure critical thinking. This action research study follows 21 high school juniors through the selection, creation, and…

  1. Development and Validation of a Reading-Related Assessment Battery in Malay for the Purpose of Dyslexia Assessment

    ERIC Educational Resources Information Center

    Lee, Lay Wah

    2008-01-01

    Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word…

  2. Teachers' and Students' Views of Reading Fluency: Issues of Consequential Validity in Adopting One-Minute Reading Fluency Assessments

    ERIC Educational Resources Information Center

    Deeney, Theresa A.; Shim, Minsuk K.

    2016-01-01

    In this article, we present results of a survey designed to understand teachers' (n = 77) and students' (n = 875) perceptions of purported negative consequences of using one-minute oral reading fluency (ORF) measures such as the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) ORF assessment and the "aimsweb Reading…

  3. Accessibility to tuberculosis treatment: assessment of health service performance.

    PubMed

    Arakawa, Tiemi; Arcêncio, Ricardo Alexandre; Scatolin, Beatriz Estuque; Scatena, Lúcia Marina; Ruffino-Netto, Antônio; Villa, Tereza Cristina Scatena

    2011-01-01

    The aim of this study was to assess the accessibility of patients to the treatment of tuberculosis in Ribeirão Preto, countryside of São Paulo State. Evaluation study type, with a quantity approach. Interviews with 100 patients initiated on anti-tuberculosis chemotherapy between 2006-2007 were conducted, using a structured questionnaire based on the Primary Care Assessment Tool (PCAT). Data were analyzed through variance analysis. There was a positive feedback regarding to organizational accessibility, however, the performance of health services has been unsatisfactory in providing transportation vouchers and in addressing the need to use transport for displacement to the health unit, resulting in indirect costs to patients. The services with the highest number of patients treated were those with higher irregularity in the conduct of home visits, showing that the availability of resources (human, material and time) and the organization of care may influence the accessibility to treatment. PMID:21876953

  4. Investigating Access to Educational Assessment for Students with Disabilities

    ERIC Educational Resources Information Center

    Woods, Kevin; Parkinson, Gill; Lewis, Sarah

    2010-01-01

    Many countries have established systems for identifying, and providing for, the range of students with disabilities during their formal educational assessments. Most systems include the provision of variously termed "special access arrangements" (SAAs), such as the provision of extra time or practical assistance with some aspect of an examination.…

  5. Assessment and Treatment of Elopement Maintained by Access to Stereotypy

    ERIC Educational Resources Information Center

    Falcomata, Terry S.; Roane, Henry S.; Feeney, Brian J.; Stephenson, Kasey M.

    2010-01-01

    We evaluated a treatment for elopement maintained by access to stereotypic door play. First, we conducted a functional analysis of elopement that produced undifferentiated results. Next, we conducted an assessment in which we evaluated the relation between elopement and door play. Results suggested a functional relation between the 2 behaviors…

  6. Assessing Reading Skills in an F.E. College.

    ERIC Educational Resources Information Center

    Vaughan, Judy

    This guide outlines a model that adult educators can use to construct a test for their adult students, regardless of subject area, that is written at the students' reading level. The problems that written tests pose for trade and technical students in further education (FE) who have poor reading skills and the drawbacks of using commercially…

  7. Teachers and Tests: Assessing Pupils' Reading Achievement in Primary Schools

    ERIC Educational Resources Information Center

    Johansson, Stefan; Myrberg, Eva; Rosen, Monica

    2012-01-01

    The purpose of the present study was to examine validity aspects of teachers' judgements of pupils' reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers' judgements of…

  8. Updated Perspectives on Educational Diagnosticians' Understanding of Reading Assessments

    ERIC Educational Resources Information Center

    Rueter, Jessica A.; McWhorter, Rochell R.; Lamb, John H.; Dykes, Frank O.

    2016-01-01

    Chappell, Stephens, Kinnison, and Pettigrew (2009) conducted a study investigating educational diagnosticians knowledge of early reading development. Our study replicated the work of Chappell et al. through a mixed methods design that investigated educational diagnosticians' perceptions and knowledge of early reading development. Additionally, our…

  9. Reading Assessment Strategies for On-Line Learners

    ERIC Educational Resources Information Center

    Huh, Jeonghee; Hirumi, Atsusi

    2004-01-01

    Compared to conventional classroom settings, e-learning relies heavily on a student's reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done…

  10. Process Assessment: Minnesota Reading Corps PreK Program

    ERIC Educational Resources Information Center

    Diaconis, Athena; Estrera, Elc; Hafford, Carol; Hernandez, Marc; Markovitz, Carrie; Muyskens, Paul

    2015-01-01

    Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide…

  11. Assessing spelling in kindergarten: further comparison of scoring metrics and their relation to reading skills.

    PubMed

    Clemens, Nathan H; Oslund, Eric L; Simmons, Leslie E; Simmons, Deborah

    2014-02-01

    Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade. Five strategies for scoring spelling responses were compared: totaling the number of words spelled correctly, totaling the number of correct letter sounds, totaling the number of correct letter sequences, using a rubric for scoring invented spellings, and calculating the Spelling Sensitivity Score (Masterson & Apel, 2010b). Students (N=287) who were identified at kindergarten entry as at risk for reading difficulty and who had received supplemental reading intervention were administered a standardized spelling assessment in the spring of kindergarten, and measures of phonological awareness, decoding, word recognition, and reading fluency were administered concurrently and at the end of first grade. The five spelling scoring metrics were similar in their strong relations with factors summarizing reading subskills (phonological awareness, decoding, and word reading) on a concurrent basis. Furthermore, when predicting first-grade reading skills based on spring-of-kindergarten performance, spelling scores from all five metrics explained unique variance over the autoregressive effects of kindergarten word identification. The practical advantages of using a brief spelling assessment for early reading evaluation and the relative tradeoffs of each scoring metric are discussed. PMID:24495494

  12. An Exploratory Investigation of the Relations among Annual School Absences, Reading Curriculum-Based Measurement, and a High-Stakes State Reading Assessment

    ERIC Educational Resources Information Center

    Schmitt, Ara; Balles, John; Venesky, Lindsey

    2013-01-01

    This study investigated the relations among annual school absences, data obtained from triennial reading curriculum-based measurement (R-CBM) screenings, including R-CBM slope, and a high-stakes state reading assessment. Participants included 106 third- and fourth-grade students for whom attendance and reading achievement data were available…

  13. Measuring up: Advances in How We Assess Reading Ability

    ERIC Educational Resources Information Center

    Sabatini, John; Albro, Elizabeth; O'Reilly, Tenaha

    2012-01-01

    In recent decades, the science of reading acquisition, processes, and individual differences in general and special populations has been continuously advancing through interdisciplinary research in cognitive, psycholinguistic, developmental, genetic, neuroscience, cross-language studies, and experimental comparison studies of effective…

  14. Me and My Reading Profile: A Tool for Assessing Early Reading Motivation

    ERIC Educational Resources Information Center

    Marinak, Barbara A.; Malloy, Jacquelynn B.; Gambrell, Linda B.; Mazzoni, Susan A.

    2015-01-01

    Research indicates that motivation plays a central role in literacy development. Recent investigations have revealed that reading motivation begins to erode as early as second grade. Therefore, it can be suggested that motivation must be carefully considered during early literacy instruction. However, such motivating instruction can be effectively…

  15. Assessing Reading Performance with Curriculum-Based Reading Inventories: The Case of Korea.

    ERIC Educational Resources Information Center

    Kim, Dong-il; Hwang, Mae-hyang; Lim, Ji-hyun; Lim, Hyo-jin; Kim, Kwang-seon

    This paper reports the findings of a study that explored the validity of curriculum-based measures of reading in order to develop a valid and practical instrument for regular education teachers as well as special education teachers in Korea. Participants in the study were 213 students from 7 elementary schools in Seoul, Korea. Of the total, 183…

  16. Testing Reading Comprehension in LSP: Does Topic Familiarity Affect Assessed Difficulty and Actual Performance?

    ERIC Educational Resources Information Center

    Peretz, Arna S.; Shoham, Miriam

    1990-01-01

    Investigates hypothesis that topic familiarity and assessed difficulty of a text correlate positively with performance on reading comprehension tests. A study of 177 advanced students of English for Specific Purposes indicates that students' subjective evaluation of the relative difficulty of a reading text is not always a reliable index of their…

  17. PSSA Released Reading Items, 2000-2001. The Pennsylvania System of School Assessment.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg. Bureau of Curriculum and Academic Services.

    This document contains materials directly related to the actual reading test of the Pennsylvania System of School Assessment (PSSA), including the reading rubric, released passages, selected-response questions with answer keys, performance tasks, and scored samples of students' responses to the tasks. All of these items may be duplicated to…

  18. How To Become a Better Reading Teacher: Strategies for Assessment and Intervention.

    ERIC Educational Resources Information Center

    Putnam, Lillian R., Ed.

    Reflecting the diverse philosophies and experiences of clinicians and practitioners, this book presents 30 essays that address the identification of reading strengths and weaknesses, assessment, and instructional strategies for remediation. Chapters in the book are (1) "The Role of Vision in Reading Disability" (Lois B. Bing); (2) "Problems with…

  19. "The Caterpillar": A Novel Reading Passage for Assessment of Motor Speech Disorders

    ERIC Educational Resources Information Center

    Patel, Rupal; Connaghan, Kathryn; Franco, Diana; Edsall, Erika; Forgit, Dory; Olsen, Laura; Ramage, Lianna; Tyler, Emily; Russell, Scott

    2013-01-01

    Purpose: A review of the salient characteristics of motor speech disorders and common assessment protocols revealed the need for a novel reading passage tailored specifically to differentiate between and among the dysarthrias (DYSs) and apraxia of speech (AOS). Method: "The Caterpillar" passage was designed to provide a contemporary, easily read,…

  20. Student Performance on the 2013 Assessment Program in Primary Reading (Kindergarten to Grade 2). Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2013-01-01

    This evaluation report provides details for school year 2013 on the percentage of primary students who met or exceeded grade-level reading benchmarks on the Montgomery County (Maryland) Public Schools' (MCPS) Assessment Program in Primary Reading (AP-PR). The percentage remained above 90% for kindergarten students and showed a small decrease for…

  1. Development and Validation of an Assessment of Adult Educators' Reading Instructional Knowledge

    ERIC Educational Resources Information Center

    Bell, Sherry Mee; McCallum, R. Steve; Ziegler, Mary; Davis, C. A.; Coleman, MariBeth

    2013-01-01

    The purpose of this paper is to describe briefly the development and utility of the "Assessment of Reading Instructional Knowledge-Adults" ("ARIK-A"), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data…

  2. NAEP 1994 Reading State Report for South Carolina. Trial State Assessment.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Princeton, NJ.

    In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved…

  3. Methodological Differentiation in Assessing the Value-Added of Florida's Interim Reading Assessment System to Predicting FCAT's Mean Proficiency

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Petscher, Yaacov

    2011-01-01

    In Florida, mean proficiency scores are reported on the Florida Comprehensive Achievement Test (FCAT) as well as recommended learning gains from the developmental scale score. Florida now has another within-year measure of growth in reading comprehension from the Florida Assessments for Instruction in Reading (FAIR). The FAIR reading…

  4. The 2008-2009 Pennsylvania System of School Assessment Handbook for Assessment Coordinators: Writing, Reading and Mathematics, Science

    ERIC Educational Resources Information Center

    Pennsylvania Department of Education, 2010

    2010-01-01

    This handbook describes the responsibilities of district and school assessment coordinators in the administration of the Pennsylvania System of School Assessment (PSSA). This updated guidebook contains the following sections: (1) General Assessment Guidelines for All Assessments; (2) Writing Specific Guidelines; (3) Reading and Mathematics…

  5. National Assessment of Title I: Interim Report. Volume II: Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers

    ERIC Educational Resources Information Center

    Torgesen, Joseph; Myers, David; Schirm, Allen; Stuart, Elizabeth; Vartivarian, Sonya; Mansfield, Wendy; Stancavage, Fran; Durno, Donna; Javorsky, Rosanne; Haan, Cinthia

    2006-01-01

    According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs…

  6. NAEP Quality Assurance Checks of the 2002 Reading Assessment Results for Delaware. Working Paper Series.

    ERIC Educational Resources Information Center

    Hoffman, R. Gene; Becker, D. E. (Sunny); Wise, Lauress L.

    In March 2003, the National Center for Education Statistics asked the Human Resources Research Organization to participate in a special study of 2002 reading assessment results for Delaware. This working paper summarizes the findings of that study. (AMT)

  7. 49 CFR 1548.15 - Access to cargo: Security threat assessments for individuals having unescorted access to cargo.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 9 2010-10-01 2010-10-01 false Access to cargo: Security threat assessments for... SECURITY CIVIL AVIATION SECURITY INDIRECT AIR CARRIER SECURITY § 1548.15 Access to cargo: Security threat... must successfully complete a security threat assessment or comparable security threat...

  8. Reading Area Community College Community Needs Assessment Telephone Survey.

    ERIC Educational Resources Information Center

    Reading Area Community Coll., PA.

    A telephone survey was conducted in 1981 at Reading Area Community College (RACC) to determine the educational needs of the community, particularly those of prospective students and employers. More specifically, the study sought to determine how the Berks County community perceived the quality of education provided at RACC and to ascertain the…

  9. Assessing Reading Strategies of Engineering Students: Think Aloud Approach

    ERIC Educational Resources Information Center

    Nalliveettil, George Mathew

    2014-01-01

    Literacy in reading and understanding printed words is significant for all undergraduate students to succeed in their academic career. Developments in digital technology improved the quality of academic texts in terms of design, format and layout. Further, availability of academic related English language resources in electronic versions gave…

  10. Assessing Affective Constructs in Reading: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Conradi, Kristin

    2011-01-01

    Research investigating affective dimensions in reading has long been plagued by vaguely defined constructs and, consequently, by an array of potentially problematic instruments designed to measure them. This mixed-methods study investigated the relationship among three popular group-administered instruments intended to tap affective constructs in…

  11. Linguistically Unbiased Reading Assessments: Let's Make It a Reality.

    ERIC Educational Resources Information Center

    Harber, Jean R.

    The number of minority children who are placed in special education programs is disproportionate to the number of minority children in school. One factor causing this situation is that dialect interference causes lower reading scores among minority children. Since few standardized tests instruct the teacher to ignore errors attributable to…

  12. Towards Enhanced Second Language Reading Comprehension Assessment: Computerized versus Manual Scoring of Written Recall Protocols

    ERIC Educational Resources Information Center

    Heinz, Peter J.

    2004-01-01

    Second language (L2) reading comprehension assessment has long relied upon classical quantitative, product-oriented measurement techniques (i.e., multiple-choice and cloze) in both research and classroom assessment. As Bernhardt (1991) clearly demonstrated, these traditionally employed assessment methods are unable to capture the complex processes…

  13. Reading Success for All Students: Using Formative Assessment to Guide Instruction and Intervention

    ERIC Educational Resources Information Center

    Gunning, Thomas G.

    2011-01-01

    This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so…

  14. The Relationship between Early Assessment and Adjusted Instructional Strategies in Reading for High Risk Learners.

    ERIC Educational Resources Information Center

    Donovan, Margaret A.

    This review of the literature on kindergarten assessment and its relationship to primary reading achievement is divided into the the following sections: (1) studies which support early assessment; (2) studies which suggest the use of a battery over a single readiness test; (3) studies which utilize assessment data for treatment purposes; (4)…

  15. The Effect of Portfolio Assessment on EFL Learners' Reading Comprehension and Motivation

    ERIC Educational Resources Information Center

    Hosseini, Hosna; Ghabanchi, Zargham

    2014-01-01

    This study highlighted the humanistic-transformational perspectives via portfolio assessment which offers a conceptual framework for teaching and assessment. More specifically, it attempted to explore the effectof portfolio assessment on EFL learners'reading comprehension ability and motivation in the context of Iran. It adopted the…

  16. Using Read-Alouds to Help Struggling Readers Access and Comprehend Complex, Informational Text

    ERIC Educational Resources Information Center

    Santoro, Lana Edwards; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.; Chard, David J.

    2016-01-01

    The use of informational texts in the elementary grades provides a context for helping students develop content understanding and domain knowledge across a wide range of subject matter. Reading informational text also provides students with the language of thought, foundational vocabulary that can be connected to other words, and technical content…

  17. Providing Access to Developmental Reading Courses at the Community College: An Evaluation of Three Presentation Modes

    ERIC Educational Resources Information Center

    Phillips, Susan K.

    2010-01-01

    Rural community colleges often face the problem of having to cancel classes due to low enrollment. To eliminate this problem one western community college developed several presentation modes for College Reading I (CR1) to combine low-enrollment classes. This study was a program evaluation on non-equivalent groups to determine which presentation…

  18. Reading and the Elderly. Focused Access to Selected Topics (FAST) Bibliography No. 18.

    ERIC Educational Resources Information Center

    Rasmussen, Sonja

    Intended for people who have a professional or personal interest in the elderly (researchers, public librarians, and people with elderly relations and friends), this annotated bibliography presents 34 items from the ERIC database from 1977-87 which explore aspects of reading as it relates to the elderly. The first section, an overview, is followed…

  19. Using Curriculum-Based Measurement to Predict Eighth-Grade Student Performance on a Statewide Reading Assessment

    ERIC Educational Resources Information Center

    LeRoux, Mindy J.

    2012-01-01

    The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school…

  20. The Impact of Reading Material's Lexical Accessibility on Text Fading Effects in Children's Reading Performance

    ERIC Educational Resources Information Center

    Nagler, Telse; Lonnemann, Jan; Linkersdörfer, Janosch; Hasselhorn, Marcus; Lindberg, Sven

    2014-01-01

    The "acceleration phenomenon" (AP) is defined by improvements in reading speed and reading comprehension, induced by an artificial text fading procedure corresponding to the previously determined fastest individual reading rate. Recent results, however, indicated that fading that is slower than the self-paced reading rate can produce…

  1. Accessibility

    MedlinePlus

    ... www.nlm.nih.gov/medlineplus/accessibility.html MedlinePlus Accessibility To use the sharing features on this page, ... Subscribe to RSS Follow us Disclaimers Copyright Privacy Accessibility Quality Guidelines Viewers & Players MedlinePlus Connect for EHRs ...

  2. Accuracy of teacher assessments of second-language students at risk for reading disability.

    PubMed

    Limbos, M M; Geva, E

    2001-01-01

    This study examined the accuracy of teacher assessments in screening for reading disabilities among students of English as a second language (ESL) and as a first language (L1). Academic and oral language tests were administered to 369 children (249 ESL, 120 L1) at the beginning of Grade 1 and at the end of Grade 2. Concurrently, 51 teachers nominated children at risk for reading failure and completed rating scales assessing academic and oral language skills. Scholastic records were reviewed for notation of concern or referral. The criterion measure was a standardized reading score based on phonological awareness, rapid naming, and word recognition. Results indicated that teacher rating scales and nominations had low sensitivity in identifying ESL and L1 students at risk for reading disability at the 1-year mark. Relative to other forms of screening, teacher-expressed concern had lower sensitivity. Finally, oral language proficiency contributed to misclassifications in the ESL group. PMID:15497265

  3. Beyond Reading and Proficiency Assessment: The Rational Cloze Procedure as Stimulus for Integrated Reading, Writing, and Vocabulary Instruction and Teacher-Student Interaction in ESL

    ERIC Educational Resources Information Center

    Lee, Siok H.

    2008-01-01

    Extending its use beyond the traditional role in reading and general proficiency assessment, this study examined the effects of the rational cloze procedure (RCP) as a stimulus in integrated reading, writing, and vocabulary instruction and teacher-student interaction. Participants were 39 secondary school multi-grade, multi-L1 low intermediate ESL…

  4. Cross-Cultural Reading Comprehension Assessment in Malay and English as It Relates to the Dagostino-Carifio Model of Reading Comprehension

    ERIC Educational Resources Information Center

    Dagostino, Lorraine; Carifio, James; Bauer, Jennifer D. C.; Zhao, Qing

    2013-01-01

    The review of existing literature suggests that few researchers have adopted cross-language comparisons to explore how cultural background affects the assessment of reading comprehension of students. In this present study, the researchers independently reviewed and rated all the items of two reading comprehension tests translated from Malay into…

  5. Exploring Elementary Teachers' Implementation of Formative Assessment Practices for Reading

    ERIC Educational Resources Information Center

    Richardson, Irving

    2010-01-01

    The purpose of the study was to determine whether or not elementary classroom teachers' exploration of an integrated theoretical model of formative assessment would change participants' understandings of formative assessment and whether or not participants would apply this newly-acquired knowledge to their classroom assessment practices. After…

  6. A Test of the Relationship between Reading Ability & Standardized Biology Assessment Scores

    ERIC Educational Resources Information Center

    Allen, Denise A.

    2014-01-01

    Little empirical evidence suggested that independent reading abilities of students enrolled in biology predicted their performance on the Biology I Graduation End-of-Course Assessment (ECA). An archival study was conducted at one Indiana urban public high school in Indianapolis, Indiana, by examining existing educational assessment data to test…

  7. District Results for the 2013 Mathematics and Reading Assessments. Executive Summary

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    NAEP Trial Urban District Assessment (TUDA) results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. The assessments…

  8. The Immediate and Delayed Effect of Dynamic Assessment on EFL Reading Ability

    ERIC Educational Resources Information Center

    Ajideh, Parviz; Nourdad, Nava

    2012-01-01

    Dynamic assessment rooted in sociolinguistic theory of Vygotsky has a long history in applied linguistics but has recently been the hot topic of EFL studies. The present study aimed at investigating the difference between applying dynamic and non-dynamic assessment of EFL reading comprehension ability and examining its immediate and delayed…

  9. Assessment Fidelity in Reading Intervention Research: A Synthesis of the Literature

    ERIC Educational Resources Information Center

    Reed, Deborah K.; Cummings, Kelli D.; Schaper, Andrew; Biancarosa, Gina

    2014-01-01

    Recent studies indicate that examiners make a number of intentional and unintentional errors when administering reading assessments to students. Because these errors introduce construct-irrelevant variance in scores, the fidelity of test administrations could influence the results of evaluation studies. To determine how assessment fidelity is…

  10. Classroom-Up Policy Change: Early Reading and Math Assessments at Work

    ERIC Educational Resources Information Center

    Gove, Amber; Habib, Samir; Piper, Benjamin; Ralaingita, Wendi

    2013-01-01

    This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum. The history of the design and implementation of…

  11. Demonstration Booklet, 2002: Grade 4, Reading and Writing. National Assessment of Educational Progress (NAEP).

    ERIC Educational Resources Information Center

    National Center for Education Statistics (ED), Washington, DC.

    This demonstration booklet illustrates the kind of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP) for 2002. Each student will be asked to complete the background section and the cognitive sections for one subject, and the…

  12. Frequency Drives Lexical Access in Reading but Not in Speaking: The Frequency-Lag Hypothesis

    ERIC Educational Resources Information Center

    Gollan, Tamar H.; Slattery, Timothy J.; Goldenberg, Diane; Van Assche, Eva; Duyck, Wouter; Rayner, Keith

    2011-01-01

    To contrast mechanisms of lexical access in production versus comprehension we compared the effects of word frequency (high, low), context (none, low constraint, high constraint), and level of English proficiency (monolingual, Spanish-English bilingual, Dutch-English bilingual) on picture naming, lexical decision, and eye fixation times. Semantic…

  13. Assessment of Reading Comprehension, Panel 5; Conference on Studies in Reading (Washington, D.C., August 1974).

    ERIC Educational Resources Information Center

    Smith, Marshall S., Ed.

    The aim of the panel on reading comprehension, sponsored by the National Institute of Education Conference on Studies in Reading, was to determine the influence of intellectual factors, general experiences with the world, knowledge specific to the particular reading task, and general decoding skills to successful reading performance. In addition,…

  14. From Decoding to Reading Comprehension: An Assessment of the Effectiveness of the Training of Intervention Providers to Teach Reading Comprehension

    ERIC Educational Resources Information Center

    Gold, Carol

    2010-01-01

    Research indicates that the most effective instruction in basic reading skills and reading comprehension should take place in the classroom. For some students, however, additional reading instruction outside of the regular classroom may be needed and should begin early in a student's educational career. Since reading comprehension is the goal of…

  15. Reading Students' Minds: Design Assessment in Distance Education

    ERIC Educational Resources Information Center

    Jones, Derek

    2014-01-01

    This paper considers the design of assessment for students of design according to behaviourist versus experiential pedagogical approaches, relating these to output-oriented as opposed to process-oriented assessment methods. It is part case study and part recognition of the importance of process in design education and how this might be applied in…

  16. Issues in the assessment of reading disabilities in L2 children--beliefs and research evidence.

    PubMed

    Geva, E

    2000-01-01

    In bilingual and multilingual settings one is constantly challenged by the difficulty of teasing apart phenomena associated with normal second language (L2) reading acquisition from authentic warning signs of reading failure. The bulk of this paper focuses on a critical discussion of a cluster of beliefs that pertain to the issues concerning the diagnosis of reading disability in multilingual and bilingual settings among school children. Findings from available research on reading acquisition among bilingual children and research focusing specifically on the assessment of English-as-a-second language (ESL) children who might be at risk for reading disability are used to evaluate the validity of these beliefs. While some beliefs are supported by research, others are not. In particular, the research suggests that reliable diagnosis of dyslexia among ESL children can be achieved by examining within-language differences on various indices of basic reading skills such as phonological processing, and by noting a significant gap between oral and reading comprehension. PMID:10840504

  17. The Relationship between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Arciuli. Joanne; Stevens, Kirsten; Trembath, David; Simpson, Ian Craig

    2013-01-01

    Purpose: This study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children. Method: The authors investigated children's reading ability using the…

  18. Assessment of working memory components at 6years of age as predictors of reading achievements a year later.

    PubMed

    Nevo, Einat; Breznitz, Zvia

    2011-05-01

    The ability of working memory skills (measured by tasks assessing all four working memory components), IQ, language, phonological awareness, literacy, rapid naming, and speed of processing at 6years of age, before reading was taught, to predict reading abilities (decoding, reading comprehension, and reading time) a year later was examined in 97 children. Among all working memory components, phonological complex memory contributed most to predicting all three reading abilities. A capacity measure of phonological complex memory, based on passing a minimum threshold in those tasks, contributed to the explained variance of decoding and reading comprehension. Findings suggest that a minimal ability of phonological complex memory is necessary for children to attain a normal reading level. Adding assessment of phonological complex memory, before formal teaching of reading begins, to more common measures might better estimate children's likelihood of future academic success. PMID:21115182

  19. A Teacher's Perception and Practice of Assessing the Reading Skills of Young Learners--A Study from Pakistan

    ERIC Educational Resources Information Center

    Lalani, Shaheena Sulaiman; Rodrigues, Sherwin

    2012-01-01

    This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher's perception and practice of assessing the reading skills of young learners were…

  20. Evaluating the Screening Accuracy of the Florida Assessments for Instruction in Reading (FAIR). REL 2013-008

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Kershaw, Sarah; Petscher, Yaacov

    2013-01-01

    Florida requires that students who do not meet grade-level reading proficiency standards on the end-of-year state assessment (Florida Comprehensive Assessment Test, FCAT) receive intensive reading intervention. With the stakes so high, teachers and principals are interested in using screening or diagnostic assessments to identify students with a…

  1. Audio Support Guidelines for Accessible Assessments: Insights from Cognitive Lab

    ERIC Educational Resources Information Center

    Christensen, Laurene L.; Shyyan, Vitaliy; Rogers, Christopher; Kincaid, Aleksis

    2014-01-01

    Some students, including students with print disabilities, students with low vision, and English language learners, may benefit from having test content read aloud. However, there have been challenges in standardizing the presentation of test content, including whether or not to read answer choices or to describe maps and cartoons, among many…

  2. Search, Read and Write: An Inquiry into Web Accessibility for People with Dyslexia.

    PubMed

    Berget, Gerd; Herstad, Jo; Sandnes, Frode Eika

    2016-01-01

    Universal design in context of digitalisation has become an integrated part of international conventions and national legislations. A goal is to make the Web accessible for people of different genders, ages, backgrounds, cultures and physical, sensory and cognitive abilities. Political demands for universally designed solutions have raised questions about how it is achieved in practice. Developers, designers and legislators have looked towards the Web Content Accessibility Guidelines (WCAG) for answers. WCAG 2.0 has become the de facto standard for universal design on the Web. Some of the guidelines are directed at the general population, while others are targeted at more specific user groups, such as the visually impaired or hearing impaired. Issues related to cognitive impairments such as dyslexia receive less attention, although dyslexia is prevalent in at least 5-10% of the population. Navigation and search are two common ways of using the Web. However, while navigation has received a fair amount of attention, search systems are not explicitly included, although search has become an important part of people's daily routines. This paper discusses WCAG in the context of dyslexia for the Web in general and search user interfaces specifically. Although certain guidelines address topics that affect dyslexia, WCAG does not seem to fully accommodate users with dyslexia. PMID:27534340

  3. Source Text Borrowing in an Integrated Reading/Writing Assessment

    ERIC Educational Resources Information Center

    Weigle, Sara Cushing; Parker, Keisha

    2012-01-01

    Source-based writing is becoming more common in tests of academic English, in part to make tests more reflective of authentic academic writing. However, the concern has been raised that over-reliance on language from the source texts in essays may mask gaps in proficiency and thus lead to an inaccurate assessment of writing skill. In this paper,…

  4. Test Review: The Psychological Corporation. (2003). "The Early Reading Diagnostic Assessment" (2nd ed.). San Antonio, TX: Psychological Corporation, Harcourt Assessment Company

    ERIC Educational Resources Information Center

    Gonzalez, Jorge E.

    2008-01-01

    This article reviews "The Early Reading Diagnostic Assessment, Second Edition" (ERDA-Second Edition), a norm-referenced individually administered diagnostic measure of early reading skills as described in Reading First federal legislation (Part B, Subpart 1 of the Elementary and Secondary Education Act as amended by the No Child Left Behind Act of…

  5. Behaviour assessment and reading ability in second grade greek school children.

    PubMed

    Lazaratou, H; Vlassopoulos, M; Zelios, G; Kalogerakis, Z; Ploumbidis, D; Anagnostopoulos, D C; Dellatolas, G

    2010-01-01

    Studies on ADHD show high comorbidity with behavioural and learning disorders. However, the specific association of behavioural and attention factors with learning disorders is not clear. The aim of this study is to examine the relationships between hyperactivity, inattentionand reading ability in a non-referred sample in Greece. Data were collected from 201 pupils attending second grade in public school in an Athens district. The CBCL was administrated to parents in order to evaluate behavioural disorders, inattention and hyperactivity. Teachers completedthe CBCL and the Conner's scale. Reading ability was assessed by a reading test appropriate for second grade. Attention difficulties reported by the teacher were associated with lower readingskills, but hyperactivity and behaviour disorders were not. Correlations of reading skills with CBCL scores were very low, especially through parental ratings. Girls showed better reading skills and less"hyperactivity" than boys. There was consistency in teachers' ratings between the Conner's and the CBCL. Teacher-parent concordance on CBCL was very low or absent. Report of hyperactivity without report of attention problems was not associated with reading difficulties in a non-referred Greek sample of second grade schoolchildren. This observation must be considered when therapeutic and/or educational planning is undertaken. PMID:21914613

  6. Oral Reading Fluency: Accuracy of Assessing Errors and Classification of Readers Using a 1-Min Timed Reading Sample

    ERIC Educational Resources Information Center

    Coulter, Gail; Shavin, Karen; Gichuru, Margaret

    2009-01-01

    Children in general education are classified by measures of oral reading fluency (ORF) to determine the level of support needed for reading. In addition, teachers use ORF measures with children who receive special education services to determine whether they are making progress toward their reading goals. In this descriptive study, the authors…

  7. Using Complexity Metrics to Assess Silent Reading Fluency: A Cross-Sectional Study Comparing Oral and Silent Reading

    ERIC Educational Resources Information Center

    O'Brien, Beth A.; Wallot, Sebastian; Haussmann, Anna; Kloos, Heidi

    2014-01-01

    Reading typically undergoes a qualitative shift around Grade 4, becoming more fluent and silent, but there is no established measure for fluency in children's silent reading. The present study presents a measure of self-paced reading in children, examining the use of complexity measures for time-series analyses recently established with…

  8. Assessment method of accessibility conditions: how to make public buildings accessible?

    PubMed

    Andrade, Isabela Fernandes; Ely, e Vera Helena Moro Bins

    2012-01-01

    The enforcement of accessibility today has faced several difficulties, such as intervention in historic buildings that now house public services and cultural activities, such as town halls, museums and theaters and should allow access, on equal terms to all people. The paper presents the application of a method for evaluating the spatial accessibility conditions and their results. For this, we sought to support the theoretical foundation about the main issue involved and legislation. From the method used--guided walks--it was possible to identify the main barriers to accessibility in historic buildings. From the identified barriers, possible solutions are presented according to the four components of accessibility: spatial orientation, displacement, use and communication. It is hoped also that the knowledge gained in this research contributes to an improvement of accessibility legislation in relation to the listed items. PMID:22317296

  9. Does Topic Familiarity Affect Assessed Difficulty and Actual Performance on Reading Comprehension Tests in LSP?

    ERIC Educational Resources Information Center

    Peretz, Arna S.; Shoham, Miriam

    A study investigated the hypothesis that topic familiarity and assessed difficulty of a second language text correlated positively with performance on reading comprehension tests in languages for special purposes (LSP). Subjects were 177 advanced students of English as a Foreign Language (EFL) at Ben Gurion University (Israel). Faculty from the…

  10. The Role of Reading Comprehension in Large-Scale Subject-Matter Assessments

    ERIC Educational Resources Information Center

    Zhang, Ting

    2013-01-01

    This study was designed with the overall goal of understanding how difficulties in reading comprehension are associated with early adolescents' performance in large-scale assessments in subject domains including science and civic-related social studies. The current study extended previous research by taking a cognition-centered approach based on…

  11. Hypertext Glosses for Foreign Language Reading Comprehension and Vocabulary Acquisition: Effects of Assessment Methods

    ERIC Educational Resources Information Center

    Chen, I-Jung

    2016-01-01

    This study compared how three different gloss modes affected college students' L2 reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition may differ depending on the four assessment methods used. A between-subjects design was employed with three groups of Mandarin-speaking…

  12. Assessing Book Knowledge through Independent Reading in the Earliest Years: Practical Strategies and Implications for Teachers

    ERIC Educational Resources Information Center

    Lee, Boh Young

    2011-01-01

    The purpose of this current study is to build on the previous body of emergent literacy research by investigating the necessity of assessing book knowledge (e.g., print knowledge, interpretive knowledge, and letter identification) in toddlerhood to set up successful literacy development by providing independent storybook reading opportunities.…

  13. Reading Achievement and Science Proficiency: International Comparisons from the Programme on International Student Assessment

    ERIC Educational Resources Information Center

    Cromley, Jennifer G.

    2009-01-01

    Students need to develop scientific literacy in order to participate fully as citizens, community members, and in the globalized economy. But what is the relationship between scientific literacy and reading literacy? Three international data sets from the Programme on International Student Assessment (PISA) were used to calculate correlations…

  14. Teachers' Classroom Assessment Practices and Fourth-Graders' Reading Literacy Achievements: An International Study

    ERIC Educational Resources Information Center

    Hao, Shiqi; Johnson, Robert L.

    2013-01-01

    This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders'…

  15. Differentials of a State Reading Assessment: Item Functioning, Distractor Functioning, and Omission Frequency for Disability Categories

    ERIC Educational Resources Information Center

    Kato, Kentaro; Moen, Ross E.; Thurlow, Martha L.

    2009-01-01

    Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional…

  16. The Reading First Program and Statewide-Mandated Assessments: A Three-Year Comparative Study

    ERIC Educational Resources Information Center

    Ratcliff, Monica Wong; Powell, Sherlyn Ezell; Cage, Bob N.; Chen, Cheng C.

    2011-01-01

    This three-year comparative study investigated the impact of the Reading First (RF) Program on student performance as measured by statewide-mandated English Language Arts (ELA) assessment programs. A matching procedure was used where 3 RF schools and 3 non-RF schools from two rural school districts in north Louisiana were matched. The ELA test…

  17. Diagnostic Assessment and Treatment of Reading Difficulties: A Case Study of Dyslexia

    ERIC Educational Resources Information Center

    Oviedo, Paula Outon; Gonzalez, Rebeca Abal

    2013-01-01

    Dyslexia is a specific learning disability in reading and writing, which requires adequate early intervention to prevent future school failure. We describe the diagnostic assessment of a 7-year-old boy labelled "dyslexic", the evaluation of his family, social, medical, developmental, and academic status as a preliminary for the design and…

  18. Alternate Assessments in Reading and Math: Development and Validation for Students with Significant Disabilities.

    ERIC Educational Resources Information Center

    Tindal, Gerald; McDonald, Marilee; Tedesco, Marick; Glasgow, Aaron; Almond, Pat; Crawford, Lindy; Hollenbeck, Keith

    2003-01-01

    A series of standardized tasks was developed using the same constructs as operationalized in a state's large-scale assessment program. Student performance (n=437) was then analyzed. In reading and math, teachers (n=131) were successfully trained to administer the tasks and judge performance, providing a system with instructional and evaluative…

  19. The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2009-01-01

    The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…

  20. Applying Unidimensional and Multidimensional Item Response Theory Models in Testlet-Based Reading Assessment

    ERIC Educational Resources Information Center

    Min, Shangchao; He, Lianzhen

    2014-01-01

    This study examined the relative effectiveness of the multidimensional bi-factor model and multidimensional testlet response theory (TRT) model in accommodating local dependence in testlet-based reading assessment with both dichotomously and polytomously scored items. The data used were 14,089 test-takers' item-level responses to the…

  1. DARTTS Diagnostic Assessments of Reading with Trial Teaching Strategies: Administrator's Summary. Report No. 9-49040.

    ERIC Educational Resources Information Center

    Riverside Publishing Co., Chicago. IL.

    The Diagnostic Assessments of Reading with Trial Teaching Strategies (DARTTS) is a program of diagnostic tests with sample lessons in aspects of literacy. Developed by Florence G. Roswell and Jeanne S. Chall, the DARTTS program is published in a multilevel format for beginning through advanced (high school) readers. Teachers administer and score…

  2. Building a Performance-Based Assessment System To Diagnose Strengths and Weaknesses in Reading Achievement.

    ERIC Educational Resources Information Center

    Hennings, Sara S.; Hughes, Kay E.

    This paper provides a brief description of the development of the Diagnostic Assessments of Reading with Trial Teaching Strategies (DARTTS) program by F. G. Roswell and J. S. Chall. It also describes the editorial and statistical procedures that were used to validate the program for determining students' strengths and weaknesses in important areas…

  3. Addressing False Positives in Early Reading Assessment Using Intervention Response Data

    ERIC Educational Resources Information Center

    McAlenney, Athena Lentini; Coyne, Michael D.

    2015-01-01

    The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…

  4. Nonlinguistic Variables in Advanced Second Language Reading: Learners' Self-Assessment and Enjoyment

    ERIC Educational Resources Information Center

    Brantmeier, Cindy

    2005-01-01

    The present study on second language (L2) reading and individual difference variables (IDVs) examines learners' self-assessed ability level and enjoyment and the effects of these factors on two different measures of comprehension. The investigation controls for topic familiarity differences by gender and the study utilizes the authentic short…

  5. Using Reading Grade Level to Assess Readability of Selected Plant and Soil Science Textbooks.

    ERIC Educational Resources Information Center

    Graveel, John G.; Fribourg, Henry A.

    1987-01-01

    Reported is a study designed to determine whether reading grade level (RGL) assessment techniques used for elementary and secondary education textbooks would discriminate among plant and soil science textbooks. The study was to select the RGL indices suited to quantify the readability of these sources, and to identify the factors affecting…

  6. Informal Reading Inventories: Creating Teacher-Designed Literature-Based Assessments

    ERIC Educational Resources Information Center

    Provost, Mary C.; Lambert, Monica A.; Babkie, Andrea M.

    2010-01-01

    Mandates emphasizing student achievement have increased the importance of appropriate assessment techniques for students in general and special education classrooms. Informal reading inventories (IRIs), designed by classroom teachers, have been proven to be an efficient and effective way to determine students' strengths, weaknesses, and strategies…

  7. Toward a research-based assessment of dyslexia: using cognitive measures to identify reading disabilities.

    PubMed

    Bell, Sherry Mee; McCallum, R Steve; Cox, Elizabeth A

    2003-01-01

    One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided. PMID:15493433

  8. Cognitive Diagnostic Assessment of L2 Reading Comprehension Ability: Validity Arguments for Fusion Model Application to "Languedge" Assessment

    ERIC Educational Resources Information Center

    Jang, Eunice Eunhee

    2009-01-01

    With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and…

  9. Two Wheels are Better than One: The Importance of Capturing the Home Literacy Environment in Large-Scale Assessments of Reading

    ERIC Educational Resources Information Center

    Dowd, Amy Jo; Pisani, Lauren

    2013-01-01

    Children's reading skill development is influenced by availability of reading materials, reading habits and opportunity to read. Save the Children's Literacy Boost data have replicated this finding across numerous developing contexts. Meanwhile international large-scale reading assessments do not capture detail on current home literacy.…

  10. 42 CFR 431.834 - Access to records: Claims processing assessment systems.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 4 2010-10-01 2010-10-01 false Access to records: Claims processing assessment... ADMINISTRATION Quality Control Medicaid Quality Control (mqc) Claims Processing Assessment System § 431.834 Access to records: Claims processing assessment systems. The agency, upon written request, must...

  11. Student-generated reading questions: diagnosing student thinking with diverse formative assessments.

    PubMed

    Offerdahl, Erika G; Montplaisir, Lisa

    2014-01-01

    Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or assertive. We illustrate the utility of one type of formative assessment prompt (reading question assignment) in producing high-quality evidence of student thinking (student-generated reading questions). Specifically, we characterized student assessment data using three distinct analytic frames to exemplify their effectiveness in diagnosing student learning in relationship to three sample learning outcomes. Our data will be useful for university faculty, particularly those engaged in teaching upper-level biochemistry courses and their prerequisites, as they provide an alternative mechanism for uncovering and diagnosing student understanding. PMID:24343750

  12. Grouping and Read-Across Approaches for Risk Assessment of Nanomaterials

    PubMed Central

    Oomen, Agnes G.; Bleeker, Eric A. J.; Bos, Peter M. J.; van Broekhuizen, Fleur; Gottardo, Stefania; Groenewold, Monique; Hristozov, Danail; Hund-Rinke, Kerstin; Irfan, Muhammad-Adeel; Marcomini, Antonio; Peijnenburg, Willie J. G. M.; Rasmussen, Kirsten; Sánchez Jiménez, Araceli; Scott-Fordsmand, Janeck J.; van Tongeren, Martie; Wiench, Karin; Wohlleben, Wendel; Landsiedel, Robert

    2015-01-01

    Physicochemical properties of chemicals affect their exposure, toxicokinetics/fate and hazard, and for nanomaterials, the variation of these properties results in a wide variety of materials with potentially different risks. To limit the amount of testing for risk assessment, the information gathering process for nanomaterials needs to be efficient. At the same time, sufficient information to assess the safety of human health and the environment should be available for each nanomaterial. Grouping and read-across approaches can be utilised to meet these goals. This article presents different possible applications of grouping and read-across for nanomaterials within the broader perspective of the MARINA Risk Assessment Strategy (RAS), as developed in the EU FP7 project MARINA. Firstly, nanomaterials can be grouped based on limited variation in physicochemical properties to subsequently design an efficient testing strategy that covers the entire group. Secondly, knowledge about exposure, toxicokinetics/fate or hazard, for example via properties such as dissolution rate, aspect ratio, chemical (non-)activity, can be used to organise similar materials in generic groups to frame issues that need further attention, or potentially to read-across. Thirdly, when data related to specific endpoints is required, read-across can be considered, using data from a source material for the target nanomaterial. Read-across could be based on a scientifically sound justification that exposure, distribution to the target (fate/toxicokinetics) and hazard of the target material are similar to, or less than, the source material. These grouping and read-across approaches pave the way for better use of available information on nanomaterials and are flexible enough to allow future adaptations related to scientific developments. PMID:26516872

  13. Grouping and Read-Across Approaches for Risk Assessment of Nanomaterials.

    PubMed

    Oomen, Agnes G; Bleeker, Eric A J; Bos, Peter M J; van Broekhuizen, Fleur; Gottardo, Stefania; Groenewold, Monique; Hristozov, Danail; Hund-Rinke, Kerstin; Irfan, Muhammad-Adeel; Marcomini, Antonio; Peijnenburg, Willie J G M; Rasmussen, Kirsten; Jiménez, Araceli Sánchez; Scott-Fordsmand, Janeck J; van Tongeren, Martie; Wiench, Karin; Wohlleben, Wendel; Landsiedel, Robert

    2015-10-01

    Physicochemical properties of chemicals affect their exposure, toxicokinetics/fate and hazard, and for nanomaterials, the variation of these properties results in a wide variety of materials with potentially different risks. To limit the amount of testing for risk assessment, the information gathering process for nanomaterials needs to be efficient. At the same time, sufficient information to assess the safety of human health and the environment should be available for each nanomaterial. Grouping and read-across approaches can be utilised to meet these goals. This article presents different possible applications of grouping and read-across for nanomaterials within the broader perspective of the MARINA Risk Assessment Strategy (RAS), as developed in the EU FP7 project MARINA. Firstly, nanomaterials can be grouped based on limited variation in physicochemical properties to subsequently design an efficient testing strategy that covers the entire group. Secondly, knowledge about exposure, toxicokinetics/fate or hazard, for example via properties such as dissolution rate, aspect ratio, chemical (non-)activity, can be used to organise similar materials in generic groups to frame issues that need further attention, or potentially to read-across. Thirdly, when data related to specific endpoints is required, read-across can be considered, using data from a source material for the target nanomaterial. Read-across could be based on a scientifically sound justification that exposure, distribution to the target (fate/toxicokinetics) and hazard of the target material are similar to, or less than, the source material. These grouping and read-across approaches pave the way for better use of available information on nanomaterials and are flexible enough to allow future adaptations related to scientific developments. PMID:26516872

  14. The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Nationally representative samples of 213,100 fourth-graders and 168,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions…

  15. Assessing Accessibility: How Accessible Are Online Courses for Students with Disabilities?

    ERIC Educational Resources Information Center

    Massengale, Lindsey R.; Vasquez, Eleazar, III

    2016-01-01

    Delivering course material in a manner that is accessible to all students including those with disabilities is important in the online environment. This article presents an analysis focusing on the accessibility of six courses presented through the Webcourses platform. Six professors volunteered one course for analysis. The tool used for analyzing…

  16. Comparing the performance and preference of students experiencing a Reading Aloud Accommodation to those who do not on a virtual science assessment

    NASA Astrophysics Data System (ADS)

    Shelton, Angela

    Many United States secondary students perform poorly on standardized summative science assessments. Situated Assessments using Virtual Environments (SAVE) Science is an innovative assessment project that seeks to capture students' science knowledge and understanding by contextualizing problems in a game-based virtual environment called Scientopolis. Within Scientopolis, students use an "avatar" to interact with non-player characters (NPCs), artifacts, embedded clues and "sci-tools" in order to help solve the problems of the townspeople. In an attempt to increase students' success on assessments, SAVE science places students in an environment where they can use their inquiry skills to solve problems instead of reading long passages which attempt to contextualize questions but ultimately cause construct-irrelevant variance. However, within these assessments reading is still required to access the test questions and character interactions. This dissertation explores how students' in-world performances differ when exposed to a Reading Aloud Accommodation (RAA) treatment in comparison to a control group. Student perceptions of the treatment are also evaluated. While a RAA is typically available for students with learning disabilities or English language learners, within this study, all students were randomly assigned to either the treatment or control, regardless of any demographic factors or learning barriers. The theories of Universal design for learning and brain-based learning advocate for multiple ways for students to engage, comprehend, and illustrate their content knowledge. Further, through providing more ways for students to interact with content, all students should benefit, not just those with learning disabilities. Students in the experimental group listened to the NPCs speak the dialogue that provides them with the problem, clues, and assessment questions, instead of relying on reading skills to gather the information. Overall, students in the treatment

  17. Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum

    ERIC Educational Resources Information Center

    Blank, Rolf K.; Smithson, John

    2010-01-01

    Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board,…

  18. Improve the ranking algorithm of the GEO Discovery and Access Broker through resource accessibility assessment

    NASA Astrophysics Data System (ADS)

    Santoro, M.; Sorichetta, A.; Roglia, E.; Quaglia, A.; Craglia, M.; Nativi, S.

    2013-12-01

    The vision of the Global Earth Observation System of Systems (GEOSS) is the achievement of societal benefits through voluntary contribution and sharing of resources to better understand the relationships between the society and the environment where we live. To address complex issues in the field of geosciences a combined effort from many disciplines, ranging from physical to social sciences and including humanities, is required. The introduction of the Discovery and Access Broker (DAB) in the GEOSS Common Infrastructure (GCI) allowed to lower significantly the entry barriers for data users and producers, and thus to increase the order of magnitude of discoverable resources in the GCI, from hundreds of thousands to millions. This is a major step forward but from discovery to access, the road is still long! Either missing accessibility information in the metadata or broken links represent the major issue that prevents the real exploitation of the GCI resources. This is a remarkable problem for users attempting to exploit services and datasets obtained through a DAB query. This issue can be minimized providing the user with a ranked list of results that takes into account the real availability and accessibility of resources. We present in this work a methodology that overcomes the problem described above by improving the ranking algorithm, which is currently applied to the result set of a query to the DAB. The proposed methodology is based on the following steps: 1) Verify if information related to the accessibility of resources is described in the metadata provided by GEOSS contributors; 2) If accessibility information is provided, identify the type of resources (e.g. services, datasets) and produce modified and standardized accessibility information in a consistent manner; 3) Use standardized information to test accessibility and availability of resources using a probing approach; 4) Use the results returned in the ranking algorithm to assign the correct weight to

  19. Assessing the Impact of Reading First Programs on Student Achievement in K-3 Classrooms in Selected Mississippi Schools

    ERIC Educational Resources Information Center

    Day-Meeks, Angel LaKease

    2011-01-01

    This study investigated the implementation and impact of Reading First programs in 8 elementary schools across the state of Mississippi. The study assessed how principals, literacy coaches, and kindergarten through third grade teachers perceived the implementation of the Reading First program at their respective schools. Data from these three…

  20. Assessing the Promise of a Supplemental Reading Intervention for At-Risk First Grade Students in a Public School Setting

    ERIC Educational Resources Information Center

    Mokhtari, Kouider; Neel, Joanna L.; Kaiser, Forrest; Le, Hong-Hai

    2015-01-01

    In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…

  1. The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2010

    2010-01-01

    This report from the National Assessment of Educational Progress (NAEP) presents results from the 2009 NAEP in reading. Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 NAEP in reading. At each grade, students responded to questions designed to measure their knowledge of…

  2. The Reliability, Sensitivity and Criterion-Related Validity of Concept Comparisons and Concept Maps for Assessing Reading Comprehension.

    ERIC Educational Resources Information Center

    Parker, Richard; Tindal, Gerald

    The reliability, sensitivity, and criterion-related validity of concept comparison (CC) ratings and computer-derived multidimensional scaling (MDS) maps were studied as ways of assessing reading comprehension. Fifteen experts (2 district coordinators and 13 reading specialists/special education teachers) were included in this study. Reliability…

  3. Analytical resource assessment method for continuous (unconventional) oil and gas accumulations - The "ACCESS" Method

    USGS Publications Warehouse

    Crovelli, Robert A.; revised by Charpentier, Ronald R.

    2012-01-01

    The U.S. Geological Survey (USGS) periodically assesses petroleum resources of areas within the United States and the world. The purpose of this report is to explain the development of an analytic probabilistic method and spreadsheet software system called Analytic Cell-Based Continuous Energy Spreadsheet System (ACCESS). The ACCESS method is based upon mathematical equations derived from probability theory. The ACCESS spreadsheet can be used to calculate estimates of the undeveloped oil, gas, and NGL (natural gas liquids) resources in a continuous-type assessment unit. An assessment unit is a mappable volume of rock in a total petroleum system. In this report, the geologic assessment model is defined first, the analytic probabilistic method is described second, and the spreadsheet ACCESS is described third. In this revised version of Open-File Report 00-044 , the text has been updated to reflect modifications that were made to the ACCESS program. Two versions of the program are added as appendixes.

  4. Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English

    ERIC Educational Resources Information Center

    García, J. Ricardo; Cain, Kate

    2014-01-01

    The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies…

  5. Electronic Information Access Technologies: A Faculty Needs Assessment.

    ERIC Educational Resources Information Center

    Adams, Judith A.; And Others

    This report presents the results of a survey of the information needs, attitudes, and expectations of faculty, administrators, and other academic professionals in the four University Centers of the State University of New York. The study sought current faculty views on information technology and access, library collections, cooperative collection…

  6. Sign Support Guidelines for Accessible Assessments: Insights from Cognitive Labs

    ERIC Educational Resources Information Center

    Shyyan, Vitaliy; Christensen, Laurene L.; Rogers, Christopher; Kincaid, Aleksis

    2014-01-01

    Students who are deaf or hard of hearing (Deaf/HH) and communicate using American Sign Language (ASL) may benefit from sign accommodations on state assessments. However, there have been challenges in standardizing assessment content including how items should be signed. Technology enhanced assessment offers the opportunity to provide standardized…

  7. Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

    PubMed Central

    Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney; Lott, Joe; Raskind, Wendy; Berninger, Virginia W.

    2016-01-01

    The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia. PMID:26855554

  8. Text-Processing Differences in Adolescent Adequate and Poor Comprehenders Reading Accessible and Challenging Narrative and Informational Text

    ERIC Educational Resources Information Center

    Denton, Carolyn A.; Enos, Mischa; York, Mary J.; Francis, David J.; Barnes, Marcia A.; Kulesz, Paulina A.; Fletcher, Jack M.; Carter, Suzanne

    2015-01-01

    Based on the analysis of 620 think-aloud verbal protocols from students in grades 7, 9, and 11, we examined students' conscious engagement in inference generation, paraphrasing, verbatim text repetition, and monitoring while reading narrative or informational texts that were either at or above the students' current reading levels. Students were…

  9. Oral Reading Fluency in Second Language Reading

    ERIC Educational Resources Information Center

    Jeon, Eun Hee

    2012-01-01

    This study investigated the role of oral reading fluency in second language reading. Two hundred and fifty-five high school students in South Korea were assessed on three oral reading fluency (ORF) variables and six other reading predictors. The relationship between ORF and other reading predictors was examined through an exploratory factor…

  10. Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

    ERIC Educational Resources Information Center

    Lilienthal, Linda K.

    2008-01-01

    The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

  11. "Bring Your Textbook!" Using Secondary Texts to Assess Reading Demands and Skills Required for Students with High-Incidence Disabilities

    ERIC Educational Resources Information Center

    King-Sears, Margaret E.; Duke, Jodi M.

    2010-01-01

    It is important for special educators to have a strong repertoire of diagnostic methods to determine how well students with high-incidence disabilities are accessing, reading, and remembering content from textbooks used in their middle and high school classes. Suggestions for using the diagnostic information to guide specialized instruction…

  12. Clinical competency assessment in intravenous therapy and vascular access: part 2.

    PubMed

    Louise Hulse, Anna

    This article explores and critically evaluates clinical practice competencies as a form of assessment within post-registration nurse education, specifically relating to competence assessment of intravenous (IV) therapy. In the first article in this two-part series, 'Competency assessment in intravenous therapy and vascular access: part 1' (BJN, 22(16)), an in-depth literature review was carried out and applied to current competency assessment design. Clinical staff opinion was sought to evaluate users' opinions of this assessment method against recommended literature. The aim of both articles is to describe critically and analyse existing practice using this form of assessment, and relate other forms of assessment to IV therapy and vascular access clinical competence. A small-scale study was performed to evaluate whether clinical competency assessment is the most appropriate form of assessment of IV therapy and vascular access skills. A questionnaire was designed to assess nurse opinion in relation to advantages (positives) and disadvantages (negatives) of clinical practice competency assessment; 35 randomly selected post-registered nurses were included in the sample. Findings illustrated that clinical competency assessment is the most appropriate form for the assessment of clinical skills in IV therapy. However, recommendations were made for the possible use of Objective Structured Clinical Examination (OSCE) assessment. Furthermore, this report recommends the assessment of theory and knowledge through written exams or multiple-choice questions (MCQs) as an addition to clinical practice competence assessment for IV therapy. PMID:24067310

  13. Dyscalculia and Access Arrangements for Exams and Assessments. NIACE Briefing Sheet 87

    ERIC Educational Resources Information Center

    National Institute of Adult Continuing Education, 2009

    2009-01-01

    Dyscalculia is considered to be a learning difficulty or difference. It is increasingly being recognised and "diagnosed" within adult learning. However, practitioners are often unclear about whether learners who are considered to have dyscalculia are entitled to access arrangements for examinations and assessments, and which access arrangements…

  14. The Effects of Providing Access to Stimuli Following Choice Making during Vocal Preference Assessments

    ERIC Educational Resources Information Center

    Tessing, Jennifer L.; Napolitano, Deborah A.; McAdam, David B.; DiCesare, Anthony; Axelrod, Saul

    2006-01-01

    Two variations of a vocal paired-stimulus preference assessment were evaluated to determine whether the verbal reports of preference, given by individuals with developmental disabilities when no access to the activity was given, matched their verbal reports when access to the activity was given contingent on their choice. The results indicated…

  15. 42 CFR 73.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 1 2014-10-01 2014-10-01 false Restricting access to select agents and toxins; security risk assessments. 73.10 Section 73.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES QUARANTINE, INSPECTION, LICENSING SELECT AGENTS AND TOXINS § 73.10 Restricting access to select agents and toxins; security...

  16. Is It Just Me, or Are There Other Parents and Teachers Out There Confused about SOL Reading Assessments?

    ERIC Educational Resources Information Center

    Bintz, William P.

    1998-01-01

    Describes an incident involving the author, his daughter, and sample items from a Standards of Learning (SOL) assessment. Elaborates on the author's increasing confusion with SOL assessments, especially in reading. Proposes that educators spend less time testing kids and more time "testing their theories" so that assessments better reflect recent…

  17. Assessing the Library Homepages of COPLAC Institutions for Section 508 Accessibility Errors: Who's Accessible, Who's Not, and How the Online WebXACT Assessment Tool Can Help

    ERIC Educational Resources Information Center

    Huprich, Julia; Green, Ravonne

    2007-01-01

    The Council on Public Liberal Arts Colleges (COPLAC) libraries websites were assessed for Section 508 errors using the online WebXACT tool. Only three of the twenty-one institutions (14%) had zero accessibility errors. Eighty-six percent of the COPLAC institutions had an average of 1.24 errors. Section 508 compliance is required for institutions…

  18. Web-enabling Ecological Risk Assessment for Accessibility and Transparency

    EPA Science Inventory

    Ecological risk methods and tools are necessarily diverse to account for different combinations of receptors, exposure processes, effects estimation, and degree of conservatism/realism necessary to support chemical-based assessments. These tools have been continuously developed s...

  19. Random Access: The Latino Student Experience with Prior Learning Assessment

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca; Olson, Richard

    2014-01-01

    Many Latinos come to higher education as adults. One degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA provides opportunities to evaluate a student's learning from work or life experience for the purpose of awarding college credit. For students whose…

  20. Adaptations and Access to Assessment of Common Core Content

    ERIC Educational Resources Information Center

    Kettler, Ryan J.

    2015-01-01

    This chapter introduces theory that undergirds the role of testing adaptations in assessment, provides examples of item modifications and testing accommodations, reviews research relevant to each, and introduces a new paradigm that incorporates opportunity to learn (OTL), academic enablers, testing adaptations, and inferences that can be made from…

  1. Organizational Communication Assessment: Fuzzy Methods and the Accessibility of Symbols.

    ERIC Educational Resources Information Center

    Meyer, John C.

    2002-01-01

    Describes two interpretive methodological directions available to organizational assessors: textual analysis, or hermeneutics; and ethnomethodology. Explains that to apply these methods, assessment of organizational symbols in messages requires emphasis on three types of data: researcher observations; member responses; and transcripts of…

  2. Telephone Testing and Teacher Assessment of Reading Skills in 7-Year-Olds: I. Substantial Correspondence for a Sample of 5544 Children and for Extremes

    ERIC Educational Resources Information Center

    Dale, Philip S.; Harlaar, Nicole; Plomin, Robert

    2005-01-01

    Many research questions require the assessment of reading in large samples of children. We compared two nonconventional procedures for early reading assessment: test administration by telephone, and teacher assessment. Five thousand five hundred and forty four children participating in a longitudinal twin study were assessed by telephone using the…

  3. School Entry Age and Reading Achievement in the 2006 Programme for International Student Assessment (PISA)

    ERIC Educational Resources Information Center

    Suggate, Sebastian P.

    2009-01-01

    Evidence regarding the effect of early reading instruction on later reading achievement is unusually sparse, given the emphasis often placed on early and intensive reading instruction. Capitalising on international differences in school entry age (SEA), international reading studies may provide such evidence; however, only one quantitative…

  4. It Matters Whether Reading Comprehension Is Conceptualised as Rate or Accuracy

    ERIC Educational Resources Information Center

    Rønberg, Louise Flensted; Petersen, Dorthe Klint

    2016-01-01

    This study shows that it makes a difference whether accuracy measures or rate measures are used when assessing reading comprehension. When the outcome is reading comprehension accuracy (i.e., the number of correct responses), word reading skills (measured as access to orthographic representations) account for a modest amount of the variance in the…

  5. Preoperative assessment and planning of haemodialysis vascular access.

    PubMed

    Lomonte, Carlo; Basile, Carlo

    2015-06-01

    Effective haemodialysis (HD) requires a reliable vascular access (VA). Clinical practice guidelines strongly recommend the arteriovenous fistula (AVF) as the preferred VA in HD patients. The creation of an AVF should be promoted in all eligible patients who choose HD, as it improves outcomes and reduces costs when compared with central venous catheters. Fistula eligibility is a 'work in progress'. Three steps in order to increase the pool of eligible patients can be individualized: (i) process of care, which includes three fundamental items: the VA team, early VA education and timely VA surgery referral; (ii) preoperative evaluation; (iii) surgical strategy. Nephrologists should be able to play a leading and coordinating role of the VA team. They should design a plan that identifies a sequence of options that can be used to provide adequate renal replacement therapy throughout the life span of every end-stage renal disease patient. The main points of this strategy are (i) early vascular education, in which a 'save the vein program' should always be implemented; (ii) timely VA surgery referral and preoperative evaluation: careful examination of arterial and venous beds is mandatory before VA placement; physical examination in addition to colour Doppler ultrasound mapping improves AVF outcomes; (iii) surgical strategy: a successful VA strategy must take into account vascular anatomy, clinical factors and prognosis. PMID:26034588

  6. Advancing Accessibility and Accommodations in Content Assessments for Students with Disabilities and English Learners

    ERIC Educational Resources Information Center

    Thurlow, Martha L.; Kopriva, Rebecca J.

    2015-01-01

    The purpose of this chapter is to review what has happened, and what is likely to happen, as accessibility and accommodations research and practice for content assessments are advanced to ensure the appropriate inclusion and validity of assessment results for English learners (ELs) and students with disabilities. A description of accommodations…

  7. The CBAL Reading Assessment: An Approach for Balancing Measurement and Learning Goals. Research Report. ETS RR-11-21

    ERIC Educational Resources Information Center

    Sheehan, Kathleen M.; O'Reilly, Tenaha

    2011-01-01

    "No Child Left Behind" has highlighted the need for new types of assessments that not only provide high-quality evidence about what students know and can do, but also help to move learning forward. This paper describes a linked set of formative and summative reading assessments designed to address the tradeoffs inherent in these two goals.…

  8. Students with Reading and Writing Challenges: Using Informal Assessment to Assist in Planning for the Transition to Adult Life

    ERIC Educational Resources Information Center

    Sitlington, Patricia L.

    2008-01-01

    The transition to adult life for students with reading and writing challenges is an area that is not often addressed. The purpose of this article is to relate the informal assessment process to the broader context of high stakes assessment, high school exit exams, diploma options, and transition planning; identify the competencies needed for a…

  9. A Summary Report of Iowa's Review of PreK-6 Reading Assessments for Universal Screening and Progress

    ERIC Educational Resources Information Center

    Iowa Department of Education, 2013

    2013-01-01

    This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention…

  10. The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

    ERIC Educational Resources Information Center

    Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.; Bouton, Bobette; Caffrey, Erin

    2011-01-01

    The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as…

  11. Analysis of the Implementation of a Dynamic Assessment Device of Processes Involved in Reading with Learning-Disabled Children

    ERIC Educational Resources Information Center

    Navarro, Juan-Jose; Mora, Joaquin

    2011-01-01

    The renewed interest in the dynamic assessment of specific domains has led to reconsideration of this theory and the technique's contribution to the learning-teaching process. In this article, we analyze some elements concerning the internal structure of a dynamic assessment device of processes involved in reading tasks, establishing some of the…

  12. ""Moby-Dick" Is My Favorite:" Evaluating a Cognitively Accessible Portable Reading System for Audiobooks for Individuals with Intellectual Disability

    ERIC Educational Resources Information Center

    Davies, Daniel K.; Stock, Steven E.; King, Larry R.; Wehmeyer, Michael L.

    2008-01-01

    Significant barriers exist for individuals with intellectual disability to independently access print-based content. It is regrettable that, while the amount of content now available electronically increases, tools to access these materials have not been developed with individuals with intellectual disability in mind. This article reports the…

  13. Reading: Putting the Pieces Together.

    ERIC Educational Resources Information Center

    Hayes, Bernard L., Ed.; Camperell, Kay, Ed.

    1994-01-01

    The papers in this yearbook focus on the strategies, practices, and research related to elementary reading, secondary reading, adult reading, literature, philosophy of reading, psychology of reading, affective issues, administration, supervision, research, teacher training, assessment that affect reading and reading instruction. Papers in the book…

  14. Cognitive flexibility predicts early reading skills

    PubMed Central

    Colé, Pascale; Duncan, Lynne G.; Blaye, Agnès

    2014-01-01

    An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading. PMID:24966842

  15. Indiana Reading Diagnostic Assessment: Resource & Intervention Guide, First Grade. Additional Activities and Assessments

    ERIC Educational Resources Information Center

    Indiana Department of Education, 2006

    2006-01-01

    The materials included in this manual are organized according to the Indiana Grade 1 Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 1 Academic Standards for English/Language Arts; (2) Assessments: diagnostic/practice pages for skill areas, checklists, and rubrics; (3) Classroom Activities:…

  16. "Moby-dick is my favorite:" evaluating a cognitively accessible portable reading system for audiobooks for individuals with intellectual disability.

    PubMed

    Davies, Daniel K; Stock, Steven E; King, Larry R; Wehmeyer, Michael L

    2008-08-01

    Significant barriers exist for individuals with intellectual disability to independently access print-based content. It is regrettable that, while the amount of content now available electronically increases, tools to access these materials have not been developed with individuals with intellectual disability in mind. This article reports the results of research evaluating the use of a palmtop PC-based application designed to enable individuals with intellectual disability to access electronic books and documents. Participants with intellectual disability were randomly assigned to 1 of 3 groups, each group differing in the type of audio player used. Participants who used the specially designed reader made significantly fewer errors accessing electronic books and required significantly fewer prompts than did participants using either of 2 mainstream audiobook readers. PMID:18671443

  17. Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation

    ERIC Educational Resources Information Center

    Schiefele, Ulrich; Schaffner, Ellen

    2016-01-01

    Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation…

  18. Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment

    ERIC Educational Resources Information Center

    McMahon, Don; Wright, Rachel; Cihak, David F.; Moore, Tara C.; Lamb, Richard

    2016-01-01

    The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with…

  19. Assessing Component Language Deficits in the Early Detection of Reading Difficulty Risk

    ERIC Educational Resources Information Center

    van der Lely, Heather K. J.; Marshall, Chloe R.

    2010-01-01

    This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of language difficulties will…

  20. The Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

    ERIC Educational Resources Information Center

    Coats-Kitsopoulos, Gloria Jean

    2011-01-01

    The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…

  1. The Displacement Effect: Assessing the Relation between Television Viewing and Reading Performance.

    ERIC Educational Resources Information Center

    Neuman, Susan B.

    1988-01-01

    Examines television's impact on reading and school achievement in terms of the displacement hypothesis (watching television displaces developmental reading activities). Indicates small differences in reading scores for children watching two to four hours a day, but beyond four hours effects are negative and increasingly deleterious. (SR)

  2. Adult Second-Language Reading Research: How May It Inform Assessment and Instruction?

    ERIC Educational Resources Information Center

    Carlo, Maria S.; Sylvester, Ellen Skilton

    Research studies on how adults learn and develop second-language reading competence were considered in the context of a componential theory of reading. In particular, C. A. Perfetti's Verbal Efficiency Theory (VET) was used as a framework in which to organize and evaluate the studies' contribution to the field of second-language reading. The…

  3. Assessing potential spatial accessibility of health services in rural China: a case study of Donghai county

    PubMed Central

    2013-01-01

    Introduction There is a great health services disparity between urban and rural areas in China. The percentage of people who are unable to access health services due to long travel times increases. This paper takes Donghai County as the study unit to analyse areas with physician shortages and characteristics of the potential spatial accessibility of health services. We analyse how the unequal health services resources distribution and the New Cooperative Medical Scheme affect the potential spatial accessibility of health services in Donghai County. We also give some advice on how to alleviate the unequal spatial accessibility of health services in areas that are more remote and isolated. Methods The shortest traffic times of from hospitals to villages are calculated with an O-D matrix of GIS extension model. This paper applies an enhanced two-step floating catchment area (E2SFCA) method to study the spatial accessibility of health services and to determine areas with physician shortages in Donghai County. The sensitivity of the E2SFCA for assessing variation in the spatial accessibility of health services is checked using different impedance coefficient valuesa. Geostatistical Analyst model and spatial analyst method is used to analyse the spatial pattern and the edge effect of potential spatial accessibility of health services. Results The results show that 69% of villages have access to lower potential spatial accessibility of health services than the average for Donghai County, and 79% of the village scores are lower than the average for Jiangsu Province. The potential spatial accessibility of health services diminishes greatly from the centre of the county to outlying areas. Using a smaller impedance coefficient leads to greater disparity among the villages. The spatial accessibility of health services is greater along highway in the county. Conclusions Most of villages are in underserved health services areas. An unequal distribution of health service

  4. The Effects of Sustained Silent Reading on Reading Achievement and Reading Attitudes of Fourth Grade Students

    ERIC Educational Resources Information Center

    Gray, Holly Lynn

    2012-01-01

    This study tested the effects of a Sustained Silent Reading program on reading achievement and reading attitude. The study accessed scores from the DIBELS Oral Reading Fluency (Good, Kaminski, & Dill, 2007) to measure reading achievement. This measure was given before and after a twelve week period, during which the treatment group…

  5. Incorporating Access to More Effective Teachers into Assessments of Educational Resource Equity

    ERIC Educational Resources Information Center

    Bastian, Kevin C.; Henry, Gary T.; Thompson, Charles L.

    2013-01-01

    To address gaps in achievement between more- and less-affluent students, states and districts need to ensure that high-poverty students and schools have equitable access to educational resources. Traditionally, assessments of resource equity have focused on per-pupil expenditures and more proximal inputs, such as teacher credentials and class…

  6. 9 CFR 121.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Restricting access to select agents and toxins; security risk assessments. 121.10 Section 121.10 Animals and Animal Products ANIMAL AND PLANT HEALTH INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE VIRUSES, SERUMS, TOXINS, AND ANALOGOUS PRODUCTS; ORGANISMS AND VECTORS POSSESSION, USE,...

  7. Assessment and Access: Hispanics in Higher Education. SUNY Series, United States Hispanic Studies.

    ERIC Educational Resources Information Center

    Keller, Gary D., Ed.; And Others

    This book contains 10 papers on solutions and barriers to improving the access of Hispanic American students to higher education. Following an introductory essay on: "Advances in Assessment and the Potential for Increasing the Number of Hispanics in Higher Education" (G. D. Keller), the papers are organized into four parts. Papers in part I…

  8. Commission on Preservation and Access Review and Assessment Committee. Final Report.

    ERIC Educational Resources Information Center

    Stam, David; And Others

    This final report of the Review and Assessment Committee reviews the 5-year history of the Commission on Preservation and Access, a private, nonprofit organization that works through existing institutions and groups to foster, develop, and support collaboration among libraries and allied organizations in order to ensure the preservation of the…

  9. 9 CFR 121.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 1 2012-01-01 2012-01-01 false Restricting access to select agents and toxins; security risk assessments. 121.10 Section 121.10 Animals and Animal Products ANIMAL AND PLANT HEALTH INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE VIRUSES, SERUMS, TOXINS, AND ANALOGOUS PRODUCTS; ORGANISMS AND VECTORS POSSESSION, USE,...

  10. Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study

    ERIC Educational Resources Information Center

    Petersen, Douglas B.; Allen, Melissa M.; Spencer, Trina D.

    2016-01-01

    The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were…

  11. School Psychologists' Perceptions regarding the Practice of Identifying Reading Disabilities: Cognitive Assessment and Response to Intervention Considerations

    ERIC Educational Resources Information Center

    Machek, Greg R.; Nelson, Jason M.

    2010-01-01

    This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ-achievement discrepancy model. The survey also solicited…

  12. Exploring Ways to Provide Diagnostic Feedback with an ESL Placement Test: Cognitive Diagnostic Assessment of L2 Reading Ability

    ERIC Educational Resources Information Center

    Kim, Ah-Young

    2015-01-01

    Previous research in cognitive diagnostic assessment (CDA) of L2 reading ability has been frequently conducted using large-scale English proficiency exams (e.g., TOEFL, MELAB). Using CDA, it is possible to analyze individual learners' strengths and weaknesses in multiple attributes (i.e., knowledge, skill, strategy) measured at the item level.…

  13. Assessing Young Children's Intention-Reading in Authentic Communicative Contexts: Preliminary Evidence and Clinical Utility

    ERIC Educational Resources Information Center

    Greenslade, Kathryn J.; Coggins, Truman E.

    2014-01-01

    Background: Identifying what a communication partner is looking at (referential intention) and why (social intention) is essential to successful social communication, and may be challenging for children with social communication deficits. This study explores a clinical task that assesses these intention-reading abilities within an authentic…

  14. Analysis and Assessment of the Newark Literacy Campaign's Adult Tutorial Reading Program: A Report to the Ford Foundation.

    ERIC Educational Resources Information Center

    Darkenwald, Gordon G.; Silvestri, Kenneth

    An assessment of the Newark Literacy Campaign's (NLC's) Adult Tutorial Reading Program studied 20 long-term (in the program for at least 1 year) and 20 new adult learners; all but 2 were African-Americans. The following data sources were used: in-depth interviews with learners, logs completed by tutors, follow-up interviews 6-8 months later,…

  15. Self-Concepts and Psychological Well-Being Assessed by Beck Youth Inventory among Pupils with Reading Difficulties

    ERIC Educational Resources Information Center

    Lindeblad, Emma; Svensson, Idor; Gustafson, Stefan

    2016-01-01

    This study investigated the self-image and psychological well-being in 67 children and adolescents age 10-16 years with severe reading difficulties and/or dyslexia. The participants were assessed with Beck Youth Inventory regarding symptoms of depression, anxiety, and negative self-image. The results showed that the participants do not depict…

  16. The Effects of Glossary and Read-Aloud Accommodations on English Language Learners' Performance on a Mathematics Assessment

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Kim, Jinok; Kao, Jenny

    2012-01-01

    Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how…

  17. Making Episodes, Making Connections: A Reading Comprehension Assessment Tool. The REL's Pacific CHILD Project, Year One Product.

    ERIC Educational Resources Information Center

    Low, Marylin

    The reading comprehension assessment tool is a product developed for the Regional Educational Laboratory's (REL) initiative, Pacific Communities with High performance In Literacy Development, herein named the Pacific CHILD. This research project is focused on school improvement, especially as it relates to the teaching and learning of early…

  18. Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators

    ERIC Educational Resources Information Center

    Forster, Natalie; Souvignier, Elmar

    2011-01-01

    The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To…

  19. Regional Educational Assessment Diagnostic Services: Concept to Action (R.E.A.D.S.). Practicum Report. Maxi I.

    ERIC Educational Resources Information Center

    Drew, Herbert A., Jr.; Lynch, Edward J.

    Described is the development of the Regional Education Assessment Diagnostic Services (READS) project, a collaborative organization of 20 Massachusetts school districts which would enable the districts to provide the diagnostic services mandated by recent state legislation for children having special needs. Among topics covered are the legislative…

  20. Assessment of replicate bias in 454 pyrosequencing and a multi-purpose read-filtering tool

    PubMed Central

    2011-01-01

    Background Roche 454 pyrosequencing platform is often considered the most versatile of the Next Generation Sequencing technology platforms, permitting the sequencing of large genomes, the analysis of variations or the study of transcriptomes. A recent reported bias leads to the production of multiple reads for a unique DNA fragment in a random manner within a run. This bias has a direct impact on the quality of the measurement of the representation of the fragments using the reads. Other cleaning steps are usually performed on the reads before assembly or alignment. Findings PyroCleaner is a software module intended to clean 454 pyrosequencing reads in order to ease the assembly process. This program is a free software and is distributed under the terms of the GNU General Public License as published by the Free Software Foundation. It implements several filters using criteria such as read duplication, length, complexity, base-pair quality and number of undetermined bases. It also permits to clean flowgram files (.sff) of paired-end sequences generating on one hand validated paired-ends file and the other hand single read file. Conclusions Read cleaning has always been an important step in sequence analysis. The pyrocleaner python module is a Swiss knife dedicated to 454 reads cleaning. It includes commonly used filters as well as specialised ones such as duplicated read removal and paired-end read verification. PMID:21615897

  1. Does the Component Processes Task Assess Text-Based Inferences Important for Reading Comprehension? A Path Analysis in Primary School Children

    PubMed Central

    Wassenburg, Stephanie I.; de Koning, Björn B.; de Vries, Meinou H.; van der Schoot, Menno

    2016-01-01

    Using a component processes task (CPT) that differentiates between higher-level cognitive processes of reading comprehension provides important advantages over commonly used general reading comprehension assessments. The present study contributes to further development of the CPT by evaluating the relative contributions of its components (text memory, text inferencing, and knowledge integration) and working memory to general reading comprehension within a single study using path analyses. Participants were 173 third- and fourth-grade children. As hypothesized, knowledge integration was the only component of the CPT that directly contributed to reading comprehension, indicating that the text-inferencing component did not assess inferential processes related to reading comprehension. Working memory was a significant predictor of reading comprehension over and above the component processes. Future research should focus on finding ways to ensure that the text-inferencing component taps into processes important for reading comprehension. PMID:27378989

  2. Does the Component Processes Task Assess Text-Based Inferences Important for Reading Comprehension? A Path Analysis in Primary School Children.

    PubMed

    Wassenburg, Stephanie I; de Koning, Björn B; de Vries, Meinou H; van der Schoot, Menno

    2016-01-01

    Using a component processes task (CPT) that differentiates between higher-level cognitive processes of reading comprehension provides important advantages over commonly used general reading comprehension assessments. The present study contributes to further development of the CPT by evaluating the relative contributions of its components (text memory, text inferencing, and knowledge integration) and working memory to general reading comprehension within a single study using path analyses. Participants were 173 third- and fourth-grade children. As hypothesized, knowledge integration was the only component of the CPT that directly contributed to reading comprehension, indicating that the text-inferencing component did not assess inferential processes related to reading comprehension. Working memory was a significant predictor of reading comprehension over and above the component processes. Future research should focus on finding ways to ensure that the text-inferencing component taps into processes important for reading comprehension. PMID:27378989

  3. Assessing the Effectiveness of Peer-Assisted Learning Strategies (PALS) Reading Program on Sixth-Grade Students Comprehension, Fluency, and Attitude toward Reading, with Nonfiction Texts

    ERIC Educational Resources Information Center

    Abbondanza, Mark A.

    2013-01-01

    The purpose of the study was to implement and evaluate the effectiveness of the Peer-Assisted Learning Strategies (PALS) supplemental reading program to determine if there was an increase in sixth grade students' reading comprehension, oral fluency, and attitude toward reading, specifically when reading nonfiction text. One-hundred sixty-four…

  4. Are All America's Children Really above Average? A Comparative Analysis of Fourth-Grade Reading Proficiency on National and State Assessments

    ERIC Educational Resources Information Center

    Tyrell, Terrylynn; Spangler, Stephanie

    2010-01-01

    According to the National Assessment of Educational Progress (NAEP), only one-third of American fourth grade students are at or above proficient in reading. Yet state assessments indicate that most American fourth-grade students are above average in reading. This analysis raises the questions about standards of success and what children need to…

  5. Test Review: Beaver, J. M., & Carter, M. A. (2006). "The Developmental Reading Assessment--Second Edition" (DRA2). Upper Saddle River, NJ--Pearson

    ERIC Educational Resources Information Center

    McCarty, Allison M.; Christ, Theodore J.

    2010-01-01

    This article reviews the "Developmental Reading Assessment--Second Edition" (DRA2), a teacher-administered assessment that identifies students' instructional level, along with their strengths and weaknesses in reading. Once teachers calculate and interpret scores, the data can purportedly be used to inform, and possibly individualize, instruction.…

  6. Using Eye Tracking to Assess Reading Performance in Patients with Glaucoma: A Within-Person Study

    PubMed Central

    Smith, Nicholas D.; Glen, Fiona C.; Mönter, Vera M.; Crabb, David P.

    2014-01-01

    Reading is often cited as a demanding task for patients with glaucomatous visual field (VF) loss, yet reading speed varies widely between patients and does not appear to be predicted by standard visual function measures. This within-person study aimed to investigate reading duration and eye movements when reading short passages of text in a patient's worse eye (most VF damage) when compared to their better eye (least VF damage). Reading duration and saccade rate were significantly different on average in the worse eye when compared to the better eye (P < 0.001) in 14 patients with glaucoma that had median (interquartile range) between-eye difference in mean deviation (MD; a standard clinical measure for VF loss) of 9.8 (8.3 to 14.8) dB; differences were not related to the size of the difference in MD between eyes. Patients with a more pronounced effect of longer reading duration on their worse eye made a larger proportion of “regressions” (backward saccades) and “unknown” EMs (not adhering to expected reading patterns) when reading with the worse eye when compared to the better eye. A between-eye study in patients with asymmetric disease, coupled with eye tracking, provides a useful experimental design for exploring reading performance in glaucoma. PMID:24883203

  7. Assessing the Assessment: Access to Algebra in an Era of API

    ERIC Educational Resources Information Center

    Lloyd, Jayson D.

    2010-01-01

    A high school education, which includes access to advanced math courses, has a positive effect on students. Math classes taken in high school show a relationship to higher salaries and college graduation rates. However, the high-stakes accountability system in California, redesigned in 2003 to meet the requirements of the No Child Left Behind Act…

  8. Estimating Gender Ratios of Poor Reading Using Large-Scale Assessments

    ERIC Educational Resources Information Center

    Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

    2010-01-01

    Extensive research indicates that there are more boys than girls who are struggling readers, although considerable variation in gender ratios has been reported as a result of a lack of consensus in defining and measuring poor reading. The purpose of this study was to establish stable and consistent gender ratios for poor reading using a single…

  9. An Assessment of the Reading Performance of Bilingual Mexican American Children.

    ERIC Educational Resources Information Center

    Holleman, I. Thomas, Jr.

    The study investigated whether significant differences resulted from a bilingual-bicultural reading program as compared to the results of a traditional monolingual reading program. During the third spring semester of a four year bilingual project, 86 third, 84 fifth, and 96 eighth grade bilingual Mexican American students from the same South Texas…

  10. Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization

    ERIC Educational Resources Information Center

    Davis, Marcia H.; Guthrie, John T.

    2015-01-01

    The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related…

  11. A Novel Approach for Enhancing Student Reading Comprehension and Assisting Teacher Assessment of Literacy

    ERIC Educational Resources Information Center

    Chen, Jun-Ming; Chen, Meng-Chang; Sun, Yeali S.

    2010-01-01

    For students of English as a Foreign Language (EFL), reading exercises are critical not only for developing strong reading comprehension, but also for developing listening, speaking, and writing skills. Prior research suggests that social, collaborative learning environments are best suited for improving language ability. However, opportunities…

  12. Analysis of Textual Features of a New Reading Comprehension Assessment: MOCCA

    ERIC Educational Resources Information Center

    Seipel, Ben; Biancarosa, Gina; Carlson, Sarah; Davison, Mark

    2015-01-01

    Previous research has established two types of struggling readers: those who struggle with lower-level reading skills and those who struggle with higher-level reading skills (Cain & Oakhill, 2006; Perfetti, 2007). The latter group is commonly termed "poor comprehenders": readers who exhibit poor comprehension compared to peers with…

  13. Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery “BALE”

    PubMed Central

    Toledo Piza, Carolina M. J.; de Macedo, Elizeu C.; Miranda, Monica C.; Bueno, Orlando F. A.

    2014-01-01

    The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. The present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD ± 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD ± 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 7.82 (SD ± 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery (“BALE”): Written Sentence Comprehension Test (WSCT); Spoken Sentence Comprehension Test (OSCT); Picture-Print Writing Test (PPWT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). The dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning

  14. An Assessment of the IPDA/PDAP protocol to access Planetary Data

    NASA Astrophysics Data System (ADS)

    Gangloff, M.; Erard, S.; Cecconi, B.; Le Sidaner, P.; Jacquey, C.; Berthier, J.; Bourrel, N.; André, N.; Pallier, E.; Aboudarham, J.; Capria, M. T.; Khodachenko, M.; Manaud, N.; Schmidt, W.; Schmitt, B.; Topf, F.; Trautan, F.; Sarkissian, A.

    2011-10-01

    In EuroPlaNet-RI, JRA4 must prepare essential tools allowing the planetary science community to interrogate some selected data centres, access and process data and visualize the results. The first requirement for enabling access to different data centres is to use a standard protocol. This protocol, PDAP (Planetary Data Access Protocol) has been defined by an international consortium the IPDA (International Planetary Data Alliance) to enable standard access to PDS (Planetary Data system, NASA) and PSA (Planetary Science Archive, ESA) data archives. In this paper, we present an assessment of this protocol, conducted jointly by the CDPP and VOParis Data Center, and a proposal for improvements and extensions to the current version , in order to fulfill the user requirements gathered by members of the Europlanet-RI JRA4 Team. We also demonstrate that other protocols like TAP (Table Access Protocol), issued by astronomers in the frame of the IVOA (International Virtual Observatory Alliance) may be used instead of PDAP for some queries in the Solar System domain that cannot be fully taken into account within PDAP.

  15. Assessment methodology of protection schemes for next generation optical access networks

    NASA Astrophysics Data System (ADS)

    Mas Machuca, Carmen; Wosinska, Lena; Chen, Jiajia

    2015-12-01

    Optical access networks are evolving towards next generation solutions offering much higher bandwidth per end point. Moreover, the uninterrupted access to the network services is becoming crucial and therefore operators are now considering protecting their access networks. However, the cost factor is still very important due to the relatively low cost sharing in access segment. For this purpose, this paper proposes an assessment methodology that can be used to compare different protection schemes and help to identify the suitable solution for a given scenario. The assessment criteria includes some reliability measures such as Failure Impact Factor (FIF) and connection availability, as well as cost parameters such as the investment required in greenfield and brownfield scenarios and the increase in power consumption compared to the unprotected network. The proposed criteria have been used to compare 7 representative protection schemes shown in literature, which differ mainly in the number of protected network elements and the technology used for protection (fiber, wireless, etc.). The considered protection schemes have been applied to a hybrid wavelength division multiplexing/time division multiplexing Passive Optical Network (Hybrid PON) architecture in an urban area. It has been shown that it is difficult to identify the absolute best scheme with respect to all the considered criteria. However, depending on the requirements from the operator regarding the targeted reliability performance in the network, an appropriate protection scheme can be recommended for either a greenfield or a brownfield scenario.

  16. Chemical Safety Assessment Using Read-Across: Assessing the Use of Novel Testing Methods to Strengthen the Evidence Base for Decision Making

    PubMed Central

    Amcoff, Patric; Benigni, Romualdo; Blackburn, Karen; Carney, Edward; Cronin, Mark; Deluyker, Hubert; Gautier, Francoise; Judson, Richard S.; Kass, Georges E.N.; Keller, Detlef; Knight, Derek; Lilienblum, Werner; Mahony, Catherine; Rusyn, Ivan; Schultz, Terry; Schwarz, Michael; Schüürmann, Gerrit; White, Andrew; Burton, Julien; Lostia, Alfonso M.; Munn, Sharon; Worth, Andrew

    2015-01-01

    Background Safety assessment for repeated dose toxicity is one of the largest challenges in the process to replace animal testing. This is also one of the proof of concept ambitions of SEURAT-1, the largest ever European Union research initiative on alternative testing, co-funded by the European Commission and Cosmetics Europe. This review is based on the discussion and outcome of a workshop organized on initiative of the SEURAT-1 consortium joined by a group of international experts with complementary knowledge to further develop traditional read-across and include new approach data. Objectives The aim of the suggested strategy for chemical read-across is to show how a traditional read-across based on structural similarities between source and target substance can be strengthened with additional evidence from new approach data—for example, information from in vitro molecular screening, “-omics” assays and computational models—to reach regulatory acceptance. Methods We identified four read-across scenarios that cover typical human health assessment situations. For each such decision context, we suggested several chemical groups as examples to prove when read-across between group members is possible, considering both chemical and biological similarities. Conclusions We agreed to carry out the complete read-across exercise for at least one chemical category per read-across scenario in the context of SEURAT-1, and the results of this exercise will be completed and presented by the end of the research initiative in December 2015. Citation Berggren E, Amcoff P, Benigni R, Blackburn K, Carney E, Cronin M, Deluyker H, Gautier F, Judson RS, Kass GE, Keller D, Knight D, Lilienblum W, Mahony C, Rusyn I, Schultz T, Schwarz M, Schüürmann G, White A, Burton J, Lostia AM, Munn S, Worth A. 2015. Chemical safety assessment using read-across: assessing the use of novel testing methods to strengthen the evidence base for decision making. Environ Health Perspect 123:1232

  17. Direct-reading inhalable dust monitoring--an assessment of current measurement methods.

    PubMed

    Thorpe, Andrew; Walsh, Peter T

    2013-08-01

    Direct-reading dust monitors designed specifically to measure the inhalable fraction of airborne dust are not widely available. Current practice therefore often involves comparing the response of photometer-type dust monitors with the concentration measured with a reference gravimetric inhalable sampler, which is used to adjust the dust monitor measurement. However, changes in airborne particle size can result in significant errors in the estimation of inhalable concentration by this method. The main aim of this study was to assess how these dust monitors behave when challenged with airborne dust containing particles in the inhalable size range and also to investigate alternative dust monitors whose response might not be as prone to variations in particle size or that could be adapted to measure inhalable dust concentration. Several photometer-type dust monitors and a Respicon TM, tapered element oscillating microbalance (TEOM) personal dust monitor (PDM) 3600, TEOM 1400, and Dustrak DRX were assessed for the measurement of airborne inhalable dust during laboratory and field trials. The PDM was modified to allow it to sample and measure larger particles in the inhalable size range. During the laboratory tests, the dust monitors and reference gravimetric samplers were challenged inside a large dust tunnel with aerosols of industrial dusts known to present an inhalable hazard and aluminium oxide powders with a range of discrete particle sizes. A constant concentration of each dust type was generated and peak concentrations of larger particles were periodically introduced to investigate the effects of sudden changes in particle size on monitor calibration. The PDM, Respicon, and DataRam photometer were also assessed during field trials at a bakery, joinery, and a grain mill. Laboratory results showed that the Respicon, modified PDM, and TEOM 1400 observed good linearity for all types of dust when compared with measurements made with a reference IOM sampler; the

  18. Promoting Reading Motivation by Reading Together

    ERIC Educational Resources Information Center

    Monteiro, Vera

    2013-01-01

    In the present project we tested the hypothesis that tutorial situations with peers would benefit children's reading motivation. Participants were from elementary school--80 fourth-graders and 80 second-graders. We used a questionnaire to assess reading motivation. In the tutorial sessions we developed a Paired Reading Program. The children who…

  19. Access and use of information resources in assessing health risks from chemical exposure: Proceedings

    SciTech Connect

    Not Available

    1990-12-31

    Health risk assessment is based on access to comprehensive information about potentially hazardous agents in question. Relevant information is scattered throughout the literature, and often is not readily accessible. To be useful in assessment efforts, emerging scientific findings, risk assess parameters, and associated data must be compiled and evaluated systemically. The US Environmental Protection Agency (EPA) and Oak Ridge National Laboratory (ORNL) are among the federal agencies heavily involved in this effort. This symposium was a direct response by EPA and ORNL to the expressed needs of individuals involved in assessing risks from chemical exposure. In an effort to examine the state of the risk assessment process, the availability of toxicological information, and the future development and transfer of this information, the symposium provided an excellent cadre of speakers and participants from state and federal agencies, academia and research laboratories to address these topics. This stimulating and productive gathering discussed concerns associated with (1) environmental contamination by chemicals; (2) laws regulating chemicals; (3) information needs and resources; (4) applications; (5) challenges and priorities; and (6)future issues. Individual reports are processed separately for the data bases.

  20. Effective interventions for reading disability.

    PubMed

    Williams, M C; Lecluyse, K; Rock-Faucheux, A

    1992-06-01

    A simple, readily accessible, and inexpensive intervention which produces immediate improvements in the reading comprehension abilities of reading-disabled children has been found. The intervention consists of colored overlays, or overlays which reduce the contrast of printed materials. This intervention produces reading comprehension gains in approximately 80 percent of the reading-disabled children tested. PMID:1378860

  1. Estimating Reading Skill from ACT Assessment Scores. Research Report No. 88.

    ERIC Educational Resources Information Center

    Noble, Julie

    A study examined whether ACT subtest scores can be used to predict reading skills, as measured by the Nelson-Denny Reading Test, with a degree of accuracy that would support their use as a screening device for college placement. ACT test scores of 2,431 students were used to predict Form C Nelson-Denny raw scores. ACT test scores from 3,016…

  2. Assessing health systems for type 1 diabetes in sub-Saharan Africa: developing a 'Rapid Assessment Protocol for Insulin Access'

    PubMed Central

    Beran, David; Yudkin, John S; de Courten, Maximilian

    2006-01-01

    Background In order to improve the health of people with Type 1 diabetes in developing countries, a clear analysis of the constraints to insulin access and diabetes care is needed. We developed a Rapid Assessment Protocol for Insulin Access, comprising a series of questionnaires as well as a protocol for the gathering of other data through site visits, discussions, and document reviews. Methods The Rapid Assessment Protocol for Insulin Access draws on the principles of Rapid Assessment Protocols which have been developed and implemented in several different areas. This protocol was adapted through a thorough literature review on diabetes, chronic condition management and medicine supply in developing countries. A visit to three countries in sub-Saharan Africa and meetings with different experts in the field of diabetes helped refine the questionnaires. Following the development of the questionnaires these were tested with various people familiar with diabetes and/or healthcare in developing countries. The Protocol was piloted in Mozambique then refined and had two further iterations in Zambia and Mali. Translations of questionnaires were made into local languages when necessary, with back translation to ensure precision. Results In each country the protocol was implemented in 3 areas – the capital city, a large urban centre and a predominantly rural area and their respective surroundings. Interviews were carried out by local teams trained on how to use the tool. Data was then collected and entered into a database for analysis. Conclusion The Rapid Assessment Protocol for Insulin Access was developed to provide a situational analysis of Type 1 diabetes, in order to make recommendations to the national Ministries of Health and Diabetes Associations. It provided valuable information on patients' access to insulin, syringes, monitoring and care. It was thus able to sketch a picture of the health care system with regards to its ability to care for people with diabetes

  3. How accessible are coral reefs to people? A global assessment based on travel time.

    PubMed

    Maire, Eva; Cinner, Joshua; Velez, Laure; Huchery, Cindy; Mora, Camilo; Dagata, Stephanie; Vigliola, Laurent; Wantiez, Laurent; Kulbicki, Michel; Mouillot, David

    2016-04-01

    The depletion of natural resources has become a major issue in many parts of the world, with the most accessible resources being most at risk. In the terrestrial realm, resource depletion has classically been related to accessibility through road networks. In contrast, in the marine realm, the impact on living resources is often framed into the Malthusian theory of human density around ecosystems. Here, we develop a new framework to estimate the accessibility of global coral reefs using potential travel time from the nearest human settlement or market. We show that 58% of coral reefs are located < 30 min from the nearest human settlement. We use a case study from New Caledonia to demonstrate that travel time from the market is a strong predictor of fish biomass on coral reefs. We also highlight a relative deficit of protection on coral reef areas near people, with disproportional protection on reefs far from people. This suggests that conservation efforts are targeting low-conflict reefs or places that may already be receiving de facto protection due to their isolation. Our global assessment of accessibility in the marine realm is a critical step to better understand the interplay between humans and resources. PMID:26879898

  4. Dependable Trend Measurement Is Not Just IRT Scaling: Commentary on "Linking Large-Scale Reading Assessments: Measuring International Trends over 40 Years"

    ERIC Educational Resources Information Center

    Mullis, Ina V. S.; Martin, Michael O.

    2016-01-01

    Linking IEA's international reading assessments across 40 years is an interesting endeavor from several perspectives. Being able to examine trends in reading achievement at the 4th grade over such a long period and relate these to policy changes during that time span is an attractive idea. However, this work brings to the fore many thorny issues…

  5. A Study of a District-Wide Vocabulary Program Implemented to Improve Reading Comprehension on the North Carolina End-of-Grade Assessment

    ERIC Educational Resources Information Center

    Stivers-Blaebaum, Janet E.

    2013-01-01

    Research has shown that there is a strong link between reading comprehension and vocabulary, yet many children lack the required vocabulary needed to perform adequately on reading comprehension assessments. The purpose of this study was to evaluate the teaching of Larry Bell's 12 Powerful Words vocabulary program in order to raise third, fourth…

  6. The Efficacy of Instructor-Guided Supplemental Instruction as a Strategy for Helping Reading-Deficient College Students Improve Testing and Assessment Outcomes

    ERIC Educational Resources Information Center

    Bartley-Lukula, Audrey

    2013-01-01

    This research project examined whether the use of Instructor-guided Supplemental Instruction as a classroom scaffolding technique, might help improve testing and assessment reading outcomes for reading-deficient college students. The study was completed at Tennessee State University in Nashville, Tennessee over the 16-week Fall, 2012 semester…

  7. Monitoring Children with Reading Disabilities' Response to Phonics Intervention: Are There Differences between Intervention Aligned and General Skill Progress Monitoring Assessments?

    ERIC Educational Resources Information Center

    Olinghouse, Natalie G.; Lambert, Warren; Compton, Donald L.

    2006-01-01

    This study investigated whether 2 different progress monitoring assessments differentially predicted growth in reading skills associated with systematic phonics instruction. Oral reading fluency (ORE) was compared with an intervention aligned word list (IAWL) as predictors of growth in untimed and timed decoding and word identification and text…

  8. Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students

    ERIC Educational Resources Information Center

    Jones, Donna L.

    2009-01-01

    This quantitative study analyzed data to find a valid and reliable assessment for progress monitoring also having predictive power of a student's future reading performance on a state-mandated standardized reading achievement evaluation. The Response to Intervention (RTI) model was implemented in the language arts classrooms of a rural middle…

  9. A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report

    ERIC Educational Resources Information Center

    Schatschneider, Chris; Buck, Julie; Torgesen, Joseph; Wagner, Richard; Hassler, Laura; Hecht, Stephen; Powell-Smith, Kelly

    2004-01-01

    This study was conducted in order to identify the major reading, cognitive, and linguistic skills that contribute to individual differences in performance on the reading portion of the Florida Comprehensive Assessment Test (FCAT) at third, seventh, and tenth grades. The authors were also interested in understanding the primary deficiencies in…

  10. Rules or Reading?

    ERIC Educational Resources Information Center

    Ruefle, Anne E.

    2011-01-01

    Research shows that an important step in the development of readers is having access to books. Steven Krashen, in "The Power of Reading," cites multiple studies that demonstrate access to books is crucial in developing strong readers: "the richer the print environment, the better the literacy development." Limiting access runs counter to research…

  11. An Assessment Tool for the Placement of Ultrasound-Guided Peripheral Intravenous Access.

    PubMed

    Rice, Julie; Crichlow, Amanda; Baker, Marrissa; Regan, Linda; Dodson, Adam; Hsieh, Yu-Hsiang; Omron, Rodney

    2016-05-01

    Background Ultrasound-guided peripheral intravenous line (USGPIV) placement is becoming an important tool in current clinical practice. Many residency programs utilize unstructured clinical observation to evaluate residents in this and other procedural skills. Simulation-based assessment permits educators to make objective, standardized observations, and may be ideal for assessment of important procedural competencies. Objective We created a simulation-based assessment tool for the skill of USGPIV placement. Methods A checklist tool was developed by a review of relevant literature and an expert review in accordance with established guidelines. Emergency medicine residents were recruited and surveyed on previous experience with USGPIV placement. Blinded, independent reviewers then utilized the checklist to assess residents as they made up to 3 attempts at USGPIV placement on a simulated pediatric arm. Results Of the 26 residents enrolled in our study, 26 participated (100%). A best attempt checklist score greater than or equal to 9 out of 10 correlated with expert performance (P < .001). Agreement between independent raters on first-attempt USGPIV placement score was determined by weighted kappa statistics to be 0.93 (95% CI 086-1.00). Conclusions The checklist assessment tool has acceptable interrater reliability and ability to distinguish performance at differing levels of competence. We propose this tool as a valuable component in the assessment of USGPIV access, and we hope this article serves as a roadmap for other educators to create similar assessment tools. PMID:27168888

  12. An Analysis of the Concurrent and Predictive Validity of Curriculum Based Measures CBM), the Measures of Academic Progress (MAP), and the New England Common Assessment Program (NECAP) for Reading

    ERIC Educational Resources Information Center

    Andren, Kristina J.

    2010-01-01

    This study examined the concurrent validity of four different reading assessments that are commonly used to screen students at risk for reading difficulties by measuring the correlation of the third grade Measures of Academic Progress (MAP) in Reading with three specific versions of curriculum based measurement: DIBELS oral reading fluency (ORF),…

  13. A Needs Assessment of the Accessibility of Distance Education in the California Community College System. Part II: Costs and Promising Practices Associated with Making Distance Education Courses Accessible

    ERIC Educational Resources Information Center

    Farr, Beverly; Studier, Carol; Sipes, Laurel; Coombs, Norman

    2009-01-01

    As the number of online distance education (DE) courses mushrooms in the California community college system, the need to address the accessibility of these courses becomes more and more urgent. With this in mind, the California Community College System Office (CCCSO) retained MPR Associates, Inc. to complete a needs assessment to help determine…

  14. A School Policy for Reading.

    ERIC Educational Resources Information Center

    Medwell, Jane

    1992-01-01

    Offers a school policy for reading, arrived at as a product of a whole school inservice program. Discusses word recognition, sound-symbol correspondence, prediction, classroom environment, reading with an adult, parents and reading, assessment of reading, and reading material selection. (RS)

  15. Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as "poor readers".

    PubMed

    Engel de Abreu, Pascale M J; Abreu, Neander; Nikaedo, Carolina C; Puglisi, Marina L; Tourinho, Carlos J; Miranda, Mônica C; Befi-Lopes, Debora M; Bueno, Orlando F A; Martin, Romain

    2014-01-01

    This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled "Working Memory/Cognitive Flexibility," "Interference Suppression," "Selective Attention," and "Response Inhibition." Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. PMID:24959155

  16. Speaking up for Vocabulary: Reading Skill Differences in Young Adults

    PubMed Central

    Braze, David; Tabor, Whitney; Shankweiler, Donald; Mencl, Einar

    2010-01-01

    This study is part of a broader project that has the goal of developing cognitive and neuro-cognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. The study explores relationships among reading related abilities in participants aged 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (1) Does the Simple View of Reading (Gough & Tunmer, 1986) capture all non-random variation in reading comprehension? (2) Does orally-assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the Lexical Quality Hypothesis (Perfetti & Hart, 2002)? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, experience with print. In this heterogeneous sample, decoding ability clearly plays an important role in reading comprehension. Gough and Tunmer’s Simple View of Reading gives a reasonable fit to the data, though it does not capture all of the reliable variance in reading comprehension as predicted. Orally assessed vocabulary knowledge captures unique variance in reading comprehension even after listening comprehension and decoding skill are accounted for. We explore how a specific connectionist model of lexical representation and lexical access can account for these findings. PMID:17518215

  17. Alpha-CENTAURI: assessing novel centromeric repeat sequence variation with long read sequencing

    PubMed Central

    Sevim, Volkan; Bashir, Ali; Chin, Chen-Shan; Miga, Karen H.

    2016-01-01

    Motivation: Long arrays of near-identical tandem repeats are a common feature of centromeric and subtelomeric regions in complex genomes. These sequences present a source of repeat structure diversity that is commonly ignored by standard genomic tools. Unlike reads shorter than the underlying repeat structure that rely on indirect inference methods, e.g. assembly, long reads allow direct inference of satellite higher order repeat structure. To automate characterization of local centromeric tandem repeat sequence variation we have designed Alpha-CENTAURI (ALPHA satellite CENTromeric AUtomated Repeat Identification), that takes advantage of Pacific Bioscience long-reads from whole-genome sequencing datasets. By operating on reads prior to assembly, our approach provides a more comprehensive set of repeat-structure variants and is not impacted by rearrangements or sequence underrepresentation due to misassembly. Results: We demonstrate the utility of Alpha-CENTAURI in characterizing repeat structure for alpha satellite containing reads in the hydatidiform mole (CHM1, haploid-like) genome. The pipeline is designed to report local repeat organization summaries for each read, thereby monitoring rearrangements in repeat units, shifts in repeat orientation and sites of array transition into non-satellite DNA, typically defined by transposable element insertion. We validate the method by showing consistency with existing centromere high order repeat references. Alpha-CENTAURI can, in principle, run on any sequence data, offering a method to generate a sequence repeat resolution that could be readily performed using consensus sequences available for other satellite families in genomes without high-quality reference assemblies. Availability and implementation: Documentation and source code for Alpha-CENTAURI are freely available at http://github.com/volkansevim/alpha-CENTAURI. Contact: ali.bashir@mssm.edu Supplementary information: Supplementary data are available at

  18. Teaching Reading

    ERIC Educational Resources Information Center

    Day, Richard R.

    2013-01-01

    "Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

  19. 25 CFR 30.125 - What happens if a State refuses to allow a school access to the State assessment?

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... include direct communication with the Governor of the State. A Bureau-funded school may, if necessary, pay... 25 Indians 1 2010-04-01 2010-04-01 false What happens if a State refuses to allow a school access... if a State refuses to allow a school access to the State assessment? (a) The Department will...

  20. 25 CFR 30.125 - What happens if a State refuses to allow a school access to the State assessment?

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... include direct communication with the Governor of the State. A Bureau-funded school may, if necessary, pay... 25 Indians 1 2011-04-01 2011-04-01 false What happens if a State refuses to allow a school access... if a State refuses to allow a school access to the State assessment? (a) The Department will...

  1. 49 CFR 1544.228 - Access to cargo and cargo screening: Security threat assessments for cargo personnel in the...

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 9 2010-10-01 2010-10-01 false Access to cargo and cargo screening: Security... COMMERCIAL OPERATORS Operations § 1544.228 Access to cargo and cargo screening: Security threat assessments... authorizes to screen cargo or to supervise the screening of cargo under § 1544.205....

  2. Value of color Doppler sonography in the assessment of hemodialysis access dysfunction.

    PubMed

    Moghazy, Khaled M

    2009-01-01

    Arteriovenous fistula (AVF) is the most widely used means of vascular access for long-term hemodialysis (HD) and the complication rate related to AVF remains high. This study was conducted to determine the efficiency of Color Doppler sonography (CDS) in the assessment of AVF dysfunction. Over a period of 29 months, from January 2005 to May 2007, a total of 55 patients with AVF access dysfunction were included in the study. CDS were performed in the King Fahd Hospital of the University, Al-Khobar, Saudi Arabia. CDS allowed identification of 23 patients with stenotic segments and 16 others with venous thromboses. Six patients with venous aneurysm were encountered. Doppler flow rate assessment allowed differentiation of venous hypertension in two patients and steal syndrome in two other patients. Thus, the CDS findings carried a sensitivity rate of 96.4%. Two subclavian vein stenoses, causing reduced blood flow rate, were missed by CDS and later confirmed by angiography. Thirty-four patients underwent operative intervention. Our study suggests that CDS is an ideal noninvasive technique that allows the assessment of both anatomy and hemodynamics of an AVF. PMID:19112217

  3. 49 CFR 1546.213 - Access to cargo: Security threat assessments for cargo personnel in the United States.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 49 Transportation 9 2010-10-01 2010-10-01 false Access to cargo: Security threat assessments for...: Security threat assessments for cargo personnel in the United States. This section applies in the United...— (1) Each individual must successfully complete a security threat assessment or comparable...

  4. The World Stress Map - A Freely Accessible Tool For Geohazard Assessment

    SciTech Connect

    Mueller, Birgit; Heidbach, Oliver; Tingay, Mark

    2006-03-23

    The World Stress Map (WSM) database contains over 16,000 indicators on contemporary crustal tectonic stress and provides an essential parameter for geohazard assessment. This paper focuses on the importance of database accessibility for geohazard assessment and presents the basic concepts and availability of the WSM. The WSM can be applied to several key aspects of geohazard assessment, in particular the mapping of stress patterns and places of stress concentration for improved delineation of zones of seismic hazard. Furthermore, contemporary tectonic stresses can be used in combination with numerical modeling to identify faults or sections of fault systems with high failure potential and can help to predict the likely type of fault reactivation. This approach is especially valuable for assessing the likelihood of strong and rare seismic events for which probabilistic hazard assessment will fail and physically based methodologies are required. Herein, we use the Caspian-Caucasian region as an example to apply WSM data for geohazard assessment. The Caspian-Caucasian area is characterized by the occurrence of a number of stress related geohazards on different spatial scales, in particular crustal earthquakes, seismically triggered landslides and mud volcanism.

  5. NAEP 1998 Reading State Report for Hawaii.

    ERIC Educational Resources Information Center

    Ballator, Nada; Jerry, Laura

    The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the…

  6. The Development of Reading Skills in Children with English as a Second Language

    ERIC Educational Resources Information Center

    Lipka, Orly; Siegel, Linda S.

    2007-01-01

    One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and…

  7. Assessing numbers and faces: a prerequisite for improving access to lymphatic filariasis morbidity care.

    PubMed

    Becker, Sören L; Fürst, Thomas; Addiss, David G; Utzinger, Jürg

    2015-06-01

    Concerted efforts to eliminate lymphatic filariasis worldwide have registered success; multiple rounds of mass drug administration have led to the interruption of transmission in many previously endemic areas. However, the management of patients with established clinical disease (e.g., lymphoedema, hydrocoele and acute dermatolymphangioadenitis) has not been addressed sufficiently. Two recent studies from Malawi underscore the need for accurate epidemiological and clinical data, and comprehensive morbidity assessments across various domains of daily life. Addressing these issues will guide the implementation of programmes to improve access to treatment and disability prevention for affected individuals in Malawi and beyond. PMID:25778735

  8. A Computer System of Referential Resolution to Assess Students' Reading Comprehension

    ERIC Educational Resources Information Center

    Yang, Yu-Fen; Wong, Wing-Kwong; Yeh, Hui-Chin

    2008-01-01

    The major purpose of this study is to assist college students in constructing mental representation of referential resolution in a computer system. Ninety students were asked to draw mental maps indicating the relationships between references, take reading comprehension tests, and fill out open-ended questionnaire. Results showed that the…

  9. THE ASSESSMENT OF CHILDREN'S STATEMENTS OF THE MAIN IDEA IN READING.

    ERIC Educational Resources Information Center

    OTTO, WAYNE; AND OTHERS

    A CONTINUATION OF A STUDY OF PUPILS' ABILITY TO FORMULATE AND STATE A LITERAL MAIN IDEA IN THE READING OF SHORT, SPECIALLY CONSTRUCTED PARAGRAPHS IS REPORTED. ONE OF THE MAJOR TASKS WAS TO DEVELOP A DESCRIPTIVE PROFILE OF THE MAIN IDEA RESPONSES FOR A GROUP OF 400 SECOND- AND FIFTH-GRADE PUPILS. A 12-POINT SCALE WAS USED FOR THE NUMERICAL ORDERING…

  10. Assessing the Role of Book Reading Practices in Indian Bilingual Children's English Language and Literacy Development

    ERIC Educational Resources Information Center

    Kalia, Vrinda

    2007-01-01

    The goal of this study was to examine the role of Indian bilingual parents' book reading practices on the development of the children's oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from two preschools in Bangalore, India were tested in schools in English on receptive vocabulary,…

  11. Selecting Individualized Reading Material for Informal Assessment of Students with Visual Impairments

    ERIC Educational Resources Information Center

    Kennedy, Mary Ann Rhoads

    2004-01-01

    Testing materials for high school students whose reading is below grade level might not be age-appropriate or sufficiently motivating. The first step in finding appropriate material would be to talk with the student to learn his or her interests. To find age-appropriate material the author searched Internet resources and then used Microsoft Word…

  12. How Can We Assess Computer-Assisted Reading and Writing Instruction?

    ERIC Educational Resources Information Center

    Krauthamer, Helene

    This paper addresses the lack of evaluative resources for computer-assisted reading and writing instruction (CARWI). It begins by discussing the benefits, drawbacks, and effectiveness of computer-based instruction. It then describes types of CARWI packages, including: (1) writing process software; (2) electronic handbooks; (3) interactive…

  13. Advanced L2 Learners and Reading Placement: Self-Assessment, CBT, and Subsequent Performance

    ERIC Educational Resources Information Center

    Brantmeier, Cindy

    2006-01-01

    There is a dearth of research involving advanced second language (L2) learners in the USA [Brantmeier, C., 2001. Second language reading research on passage content and gender: challenges for the intermediate level curriculum, Foreign Language Annals 34, 325-333; Young, D.J., 2003. Workshop on overcoming anxiety in the foreign language classroom.…

  14. A Criterion-Referenced Assessment of Reading Literacy Using the Cloze Procedure.

    ERIC Educational Resources Information Center

    Hansen, Lee H.; Hesse, Karl D.

    Students at four grade levels (4,7,10, and 12) were tested using a criterion-referenced measure of reading literacy based on the Bormuth literacy model. Cloze test passages were selected to represent a cross section of ten content domains of readers material (e.g., textbooks, consumer safety, occupational, etc.). A multimatrix sampling design was…

  15. Curriculum and Assessment Issues: Messages for Teachers. Children Learning To Read: International Concerns, Volume 2.

    ERIC Educational Resources Information Center

    Owen, Pamela, Ed.; Pumfrey, Peter, Ed.

    Providing an international perspective on how children learn to read, this second of 2 volumes presents research studies and classroom experiences from the United Kingdom, the United States, Canada, Australia, Jamaica, and Israel, drawing on evidence from 18 countries. Essays in the volumes highlight implications for design, implementation, and…

  16. Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension

    ERIC Educational Resources Information Center

    van den Broek, Paul; Espin, Christine A.

    2012-01-01

    The ability to read and comprehend texts is an essential component of successful functioning in our world. A substantial amount of information comes to us through written means, whether it is through regular print, Internet, or other media. Part of this information is for our enjoyment, part of it is vital for our basic functioning--application…

  17. Bringing Reading-to-Write and Writing-Only Assessment Tasks Together: A Generalizability Analysis

    ERIC Educational Resources Information Center

    Gebril, Atta

    2010-01-01

    Integrated tasks are currently employed in a number of L2 exams since they are perceived as an addition to the writing-only task type. Given this trend, the current study investigates composite score generalizability of both reading-to-write and writing-only tasks. For this purpose, a multivariate generalizability analysis is used to investigate…

  18. Identification, Assessment and Prediction of Reading Competency in Deaf Children. Final Report.

    ERIC Educational Resources Information Center

    Restaino, Lillian C. R.

    To investigate the underlying factors of visual discrimination, memory, rule abstraction, language, and serial ordering in reading success, 79 poor and 65 good deaf readers were administered a battery of tests. Poor readers were deficient in lower-order visual discrimination and memory abilities; higher-order visual discrimination skills were…

  19. Evidence-Based Decisionmaking: Assessing Reading across the Curriculum Interventions. Issues & Answers. REL 2007-No. 003

    ERIC Educational Resources Information Center

    Lewis, Karla; McColskey, Wendy; Anderson, Kim; Bowling, Treana; Dufford-Melendez, Kathleen; Wynn, Lucy

    2007-01-01

    When selecting reading across the curriculum interventions, educators should consider the extent of the evidence base on intervention effectiveness and the fit with the school or district context, whether they are purchasing a product from vendors or developing it internally. This report provides guidance in the decisionmaking. This report looks…

  20. Lectures Replaced by Prescribed Reading with Frequent Assessment: Enhanced Student Performance in Animal Physiology

    ERIC Educational Resources Information Center

    Chevins, Peter F. D.

    2005-01-01

    This article describes a study of the effects of partial replacement of lectures with a system of prescribed reading, supported by weekly objective testing in a second year animal physiology module. Formative tests with feedback within 24 hours were followed a week later with summative tests on the same material, utilising a proportion of the same…

  1. The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students from Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry

    ERIC Educational Resources Information Center

    Ortiz, Miriam; Folsom, Jessica S.; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M.

    2012-01-01

    This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…

  2. An Approach to Assessing Multicity Implementation of Healthful Food Access Policy, Systems, and Environmental Changes

    PubMed Central

    Silberfarb, Laura Oliven; Geber, Gayle

    2014-01-01

    Local governments play an increasingly important role in improving residents’ access to healthful food and beverages to reduce obesity and chronic disease. Cities can use multiple strategies to improve community health through, for example, land use and zoning policies, city contracting and procurement practices, sponsorship of farmers markets and community gardens, and vending and concession practices in parks and recreation facilities. With 41 cities in the Hennepin County Human Services and Public Health Department jurisdiction, the county undertook to measure the extent to which cities were engaged in making policy, systems, and environmental (PSE) changes to increase residents’ access to healthful food. The results revealed that some cities, particularly those with higher resident demand for healthful food, are making nationally recommended PSE changes, such as sponsoring farmers markets and community gardens. Cities have moved more slowly to make changes in areas with perceived negative cost consequences or lesser public demand, such as parks and recreation vending and concessions. This article describes the assessment process, survey tools, findings, and implications for other health departments seeking to undertake a similar assessment. PMID:24762528

  3. An approach to assessing multicity implementation of healthful food access policy, systems, and environmental changes.

    PubMed

    Silberfarb, Laura Oliven; Savre, Sonja; Geber, Gayle

    2014-01-01

    Local governments play an increasingly important role in improving residents' access to healthful food and beverages to reduce obesity and chronic disease. Cities can use multiple strategies to improve community health through, for example, land use and zoning policies, city contracting and procurement practices, sponsorship of farmers markets and community gardens, and vending and concession practices in parks and recreation facilities. With 41 cities in the Hennepin County Human Services and Public Health Department jurisdiction, the county undertook to measure the extent to which cities were engaged in making policy, systems, and environmental (PSE) changes to increase residents' access to healthful food. The results revealed that some cities, particularly those with higher resident demand for healthful food, are making nationally recommended PSE changes, such as sponsoring farmers markets and community gardens. Cities have moved more slowly to make changes in areas with perceived negative cost consequences or lesser public demand, such as parks and recreation vending and concessions. This article describes the assessment process, survey tools, findings, and implications for other health departments seeking to undertake a similar assessment. PMID:24762528

  4. Reliability of self-assessed reading of skin tests: a possible approach in research and clinical practice?

    PubMed

    Falk, Magnus; Anderson, Chris

    2010-01-01

    In the investigation and management of skin disease, various testing protocols are of importance. The extent to which clinical judgments and decisions on therapy are supported by the performance of such testing can be affected negatively by the lack of time and resources for the performance of tests. In the present study, the possibility of utilizing self-reporting by subjects is investigated. Determination of irritation threshold for sodium lauryl sulphate (SLS) and minimal erythema dose for ultraviolet B were chosen as suitable self-reading protocols. Test reading by 26 subjects instructed in "present" or "absent" reporting of test reactions were compared to trained observer reading. Absolute agreement was found in 76.9 percent of the SLS reactions and in 85 percent of the UVB reactions. Weighted Kappa for the agreement between observations showed values of 0.76 for the SLS reactions and 0.83 for UVB reactions. We conclude that use of the protocols here studied, and other test protocols modified to accommodate a binomial assessment outcome ("+" or "-"), could well lead to an increase in the performance of skin testing. This could be a qualitative advantage for diagnosis and management of skin diseases. Additionally, population studies and even prevention initiatives could be facilitated. PMID:20178700

  5. Use of read-across and computer-based predictive analysis for the safety assessment of PEG cocamines.

    PubMed

    Skare, Julie A; Blackburn, Karen; Wu, Shengde; Re, Thomas A; Duche, Daniel; Ringeissen, Stephanie; Bjerke, Donald L; Srinivasan, Viny; Eisenmann, Carol

    2015-04-01

    In the European Union animal testing has been eliminated for cosmetic ingredients while the US Cosmetic Ingredient Review Expert Panel may request data from animal studies. The use of read-across and predictive toxicology provides a path for filling data gaps without additional animal testing. The PEG cocamines are tertiary amines with an alkyl group derived from coconut fatty acids and two PEG chains of varying length. Toxicology data gaps for the PEG cocamines can be addressed by read-across based on structure-activity relationship using the framework described by Wu et al. (2010) for identifying suitable structural analogs. Data for structural analogs supports the conclusion that the PEG cocamines are non-genotoxic and not expected to exhibit systemic or developmental/reproductive toxicity with use in cosmetics. Due to lack of reliable dermal sensitization data for suitable analogs, this endpoint was addressed using predictive software (TIMES SS) as a first step (Laboratory of Mathematical Chemistry). The prediction for PEG cocamines was the same as that for PEGs, which have been concluded to not present a significant concern for dermal sensitization. This evaluation for PEG cocamines demonstrates the utility of read-across and predictive toxicology tools to assess the safety of cosmetic ingredients. PMID:25659490

  6. Summer Reading Loss

    ERIC Educational Resources Information Center

    Mraz, Maryann; Rasinski, Timothy V.

    2007-01-01

    Summer reading loss is a documented reality for many students. It is often of greatest concern for those who are already at risk, who typically have limited access to reading materials at home and whose parents or caregivers may be reluctant or unsure of how to help. By raising parents' awareness of the importance of supporting their children's…

  7. Remote reading of coronary CTA exams using a tablet computer: utility for stenosis assessment and identification of coronary anomalies.

    PubMed

    Zimmerman, Stefan L; Lin, Cheng T; Chu, Linda C; Eng, John; Fishman, Elliot K

    2016-06-01

    The feasibility of remote reading of coronary CT examinations on tablet computers has not been evaluated. The purpose of this study is to evaluate the accuracy of coronary CT angiography reading using an iPad compared to standard 3D workstations. Fifty coronary CT angiography exams, including a spectrum of coronary artery disease and anatomic variants, were reviewed. Coronary CT angiography exams were interpreted by two readers independently on an iPad application (Siemens Webviewer) and a clinical 3D workstation at sessions 2 weeks apart. Studies were scored per vessel for severity of stenosis on a 0-3 scale (0 none, 1 <50 %, 2 ≥50-69 %, 3 ≥70 %). Coronary anomalies were recorded. A consensus read by two experienced cardiac imagers was used as the reference standard. Level of agreement with the reference for iPad and 3D workstations was compared. Multivariate logistic regression was used to analyze the relationship between agreement and display type and to adjust for inter-reader differences. For both readers, there was no significant difference in agreement with the reference standard for per-vessel stenosis scores using either the 3D workstation or the iPad. In a multivariable logistic regression analysis including reader, workstation, and vessel as co-variates, there was no significant association between workstation type or reader and agreement with the reference standard (p > 0.05). Both readers identified 100 % of coronary anomalies using each technique. Reading of coronary CT angiography examinations on the iPad had no influence on stenosis assessment compared to the standard clinical workstation. PMID:27085532

  8. The relationship between reading and science achievement of fifth grade students as measured by the Texas Assessment of Knowledge and Skills test

    NASA Astrophysics Data System (ADS)

    Ratliff, Charles H.

    The purpose of this study was to examine the relationship between the reading and science achievement of upper elementary students as assessed by the Texas Assessment of Knowledge and Skills (TAKS) test in the Region One Educational Service Center area in the 2006 testing cycle. A correlational research design was utilized to study these relationships. The participants were those fifth grade students who had been administered both the English versions of the reading and science TAKS tests (N = 6,281) or both the Spanish versions of the reading and science TAKS tests (N = 491). Bivariate analyses using the Pearson product-moment correlation technique were implemented to determine the strength and direction of the relationship between the reading and science achievements of the study group. To test the first research hypothesis, a Pearson product-correlation technique was used to estimate the relationship between English reading achievement and the English science achievement of the study group. The obtained correlation coefficient of r = + .51 was statistically significant ( p < .001). This is viewed as a moderate to strong relationship. To test the second research hypothesis, a Pearson product-moment correlation technique was used to estimate the relationship between the Spanish reading achievement and the Spanish science achievement of the study group. The obtained correlation coefficient of r = + .53 was statistically significant (p < .001). This also is viewed as a moderate to strong relationship. The results of this study suggest that science achievement, as measured by the TAKS tests, is influenced by a student's reading achievement and may not be a valid assessment of their science knowledge but a combination of both their reading and science ability. These results also suggest that to improve the validity of the science TAKS test, it should be modified to include more authentic assessment measures which do not rely so much on reading ability.

  9. The Read-Across Hypothesis and Environmental Risk Assessment of Pharmaceuticals

    PubMed Central

    2013-01-01

    Pharmaceuticals in the environment have received increased attention over the past decade, as they are ubiquitous in rivers and waterways. Concentrations are in sub-ng to low μg/L, well below acute toxic levels, but there are uncertainties regarding the effects of chronic exposures and there is a need to prioritise which pharmaceuticals may be of concern. The read-across hypothesis stipulates that a drug will have an effect in non-target organisms only if the molecular targets such as receptors and enzymes have been conserved, resulting in a (specific) pharmacological effect only if plasma concentrations are similar to human therapeutic concentrations. If this holds true for different classes of pharmaceuticals, it should be possible to predict the potential environmental impact from information obtained during the drug development process. This paper critically reviews the evidence for read-across, and finds that few studies include plasma concentrations and mode of action based effects. Thus, despite a large number of apparently relevant papers and a general acceptance of the hypothesis, there is an absence of documented evidence. There is a need for large-scale studies to generate robust data for testing the read-across hypothesis and developing predictive models, the only feasible approach to protecting the environment. PMID:24006913

  10. Global review of open access risk assessment software packages valid for global or continental scale analysis

    NASA Astrophysics Data System (ADS)

    Daniell, James; Simpson, Alanna; Gunasekara, Rashmin; Baca, Abigail; Schaefer, Andreas; Ishizawa, Oscar; Murnane, Rick; Tijssen, Annegien; Deparday, Vivien; Forni, Marc; Himmelfarb, Anne; Leder, Jan

    2015-04-01

    Over the past few decades, a plethora of open access software packages for the calculation of earthquake, volcanic, tsunami, storm surge, wind and flood have been produced globally. As part of the World Bank GFDRR Review released at the Understanding Risk 2014 Conference, over 80 such open access risk assessment software packages were examined. Commercial software was not considered in the evaluation. A preliminary analysis was used to determine whether the 80 models were currently supported and if they were open access. This process was used to select a subset of 31 models that include 8 earthquake models, 4 cyclone models, 11 flood models, and 8 storm surge/tsunami models for more detailed analysis. By using multi-criteria analysis (MCDA) and simple descriptions of the software uses, the review allows users to select a few relevant software packages for their own testing and development. The detailed analysis evaluated the models on the basis of over 100 criteria and provides a synopsis of available open access natural hazard risk modelling tools. In addition, volcano software packages have since been added making the compendium of risk software tools in excess of 100. There has been a huge increase in the quality and availability of open access/source software over the past few years. For example, private entities such as Deltares now have an open source policy regarding some flood models (NGHS). In addition, leaders in developing risk models in the public sector, such as Geoscience Australia (EQRM, TCRM, TsuDAT, AnuGA) or CAPRA (ERN-Flood, Hurricane, CRISIS2007 etc.), are launching and/or helping many other initiatives. As we achieve greater interoperability between modelling tools, we will also achieve a future wherein different open source and open access modelling tools will be increasingly connected and adapted towards unified multi-risk model platforms and highly customised solutions. It was seen that many software tools could be improved by enabling user

  11. Readings in technology assessment. [in relation to social impact and the law

    NASA Technical Reports Server (NTRS)

    1975-01-01

    Papers are presented which reflect research in the following areas: development of the concept of technology assessment; institutionalization of technology assessment; the interface between law and technology assessment; and assessment case studies. Case studies include hazards of the medical use of X-rays, environmental noise effects in transportation planning, genetic technology, impact of underground coal mining, and aircraft/airport noise abatement.

  12. Sex differences in mathematics and reading achievement are inversely related: within- and across-nation assessment of 10 years of PISA data.

    PubMed

    Stoet, Gijsbert; Geary, David C

    2013-01-01

    We analyzed one decade of data collected by the Programme for International Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 million 15 year olds in 75 countries. Across nations, boys scored higher than girls in mathematics, but lower than girls in reading. The sex difference in reading was three times as large as in mathematics. There was considerable variation in the extent of the sex differences between nations. There are countries without a sex difference in mathematics performance, and in some countries girls scored higher than boys. Boys scored lower in reading in all nations in all four PISA assessments (2000, 2003, 2006, 2009). Contrary to several previous studies, we found no evidence that the sex differences were related to nations' gender equality indicators. Further, paradoxically, sex differences in mathematics were consistently and strongly inversely correlated with sex differences in reading: Countries with a smaller sex difference in mathematics had a larger sex difference in reading and vice versa. We demonstrate that this was not merely a between-nation, but also a within-nation effect. This effect is related to relative changes in these sex differences across the performance continuum: We did not find a sex difference in mathematics among the lowest performing students, but this is where the sex difference in reading was largest. In contrast, the sex difference in mathematics was largest among the higher performing students, and this is where the sex difference in reading was smallest. The implication is that if policy makers decide that changes in these sex differences are desired, different approaches will be needed to achieve this for reading and mathematics. Interventions that focus on high-achieving girls in mathematics and on low achieving boys in reading are likely to yield the strongest educational benefits. PMID:23516422

  13. Bilingual Lexical Access during L1 Sentence Reading: The Effects of L2 Knowledge, Semantic Constraint, and L1-L2 Intermixing

    ERIC Educational Resources Information Center

    Titone, Debra; Libben, Maya; Mercier, Julie; Whitford, Veronica; Pivneva, Irina

    2011-01-01

    Libben and Titone (2009) recently observed that cognate facilitation and interlingual homograph interference were attenuated by increased semantic constraint during bilingual second language (L2) reading, using eye movement measures. We now investigate whether cross-language activation also occurs during first language (L1) reading as a function…

  14. Explaining Social Class Differences in Growth of Reading Skills from Beginning Kindergarten through Fourth-Grade: The Role of Phonological Awareness, Rate of Access, and Print Knowledge.

    ERIC Educational Resources Information Center

    Hecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.

    2000-01-01

    Presents a longitudinal study that aims to further understanding of reasons for social class differences in growth of decoding and reading comprehension skills from beginning kindergarten through children's fourth grade year. Finds that the reasons for social class differences in growth of reading skills depended on the time interval that was…

  15. Bilingual lexical access during L1 sentence reading: The effects of L2 knowledge, semantic constraint, and L1-L2 intermixing.

    PubMed

    Titone, Debra; Libben, Maya; Mercier, Julie; Whitford, Veronica; Pivneva, Irina

    2011-11-01

    Libben and Titone (2009) recently observed that cognate facilitation and interlingual homograph interference were attenuated by increased semantic constraint during bilingual second language (L2) reading, using eye movement measures. We now investigate whether cross-language activation also occurs during first language (L1) reading as a function of age of L2 acquisition and task demands (i.e., inclusion of L2 sentences). In Experiment 1, participants read high and low constraint English (L1) sentences containing interlingual homographs, cognates, or control words. In Experiment 2, we included French (L2) filler sentences to increase salience of the L2 during L1 reading. The results suggest that bilinguals reading in their L1 show nonselective activation to the extent that they acquired their L2 early in life. Similar to our previous work on L2 reading, high contextual constraint attenuated cross-language activation for cognates. The inclusion of French filler items promoted greater cross-language activation, especially for late stage reading measures. Thus, L1 bilingual reading is modulated by L2 knowledge, semantic constraint, and task demands. PMID:21767061

  16. MisReading LIS Education.

    ERIC Educational Resources Information Center

    Wiegand, Wayne

    1997-01-01

    Discusses the need to place a greater emphasis on the subject of reading in library and information science (LIS) education and research. Topics include literacy studies, print culture history, reader-response theory, ethnography of reading, genre fiction and cultural studies, information versus reading, and access to information versus content of…

  17. Do Intervention-Embedded Assessment Procedures Successfully Measure Student Growth in Reading?

    ERIC Educational Resources Information Center

    Begeny, John C.; Whitehouse, Mary H.; Methe, Scott A.; Codding, Robin S.; Stage, Scott A.; Nuepert, Shevaun

    2015-01-01

    Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally "during" the process of delivering intervention) can potentially enhance instructional decisions. However, there is…

  18. Generalizability Theory Applied to Reading Assessments for Students with Significant Cognitive Disabilities

    ERIC Educational Resources Information Center

    Tindal, Gerald; Yovanoff, Paul; Geller, Josh P.

    2010-01-01

    Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is…

  19. Designing a Formative E-Assessment: Latent Class Analysis of Early Reading Skills

    ERIC Educational Resources Information Center

    Sainsbury, Marian; Benton, Tom

    2011-01-01

    Computer-based testing, or e-assessment, has the potential to deliver immediate results for the benefit of schools. This paper describes a project that aimed to exploit this potential by designing e-assessments where the results were intended for use by teachers in planning the next steps in teaching and learning: low-stakes, formative assessment.…

  20. Reading(s).

    ERIC Educational Resources Information Center

    Summerfield, Geoffrey; Summerfield, Judith

    Developed for college English courses, this book presents selections of poetry, short stories, and commentary intended to invite different ways of reading and interpreting literature. An introduction provides an overview of the book's content, as well as a discussion of how to read. The first section, "Entering a Language," considers the…

  1. Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade…

  2. Goats Don't Wear Coats: An Examination of Semantic Interference in Rhyming Assessments of Reading Readiness for English Language Learners

    ERIC Educational Resources Information Center

    Moreira, Sylvia; Hamilton, Maryellen

    2006-01-01

    Rhyming tests have historically been used in the education system to assess reading readiness. English language learners (ELLs) have consistently scored poorly on these assessment tools. The current article examines a possible reason for this poor performance by ELLs. Specifically, the authors examined the relationship between semantic…

  3. The componential model of reading: predicting first grade reading performance of culturally diverse students from ecological, psychological, and cognitive factors assessed at kindergarten entry.

    PubMed

    Ortiz, Miriam; Folsom, Jessica S; Al Otaiba, Stephanie; Greulich, Luana; Thomas-Tate, Shurita; Connor, Carol M

    2012-01-01

    This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20 classrooms) in a midsized city school district in northern Florida. Results from a hierarchical multiple regression (with variables in the ecological domain entered first, followed by the psychological and cognitive domains) revealed a model that explained roughly 56% of the variance in first grade reading achievement, using fall-of-kindergarten predictors. Letter-word reading and morpho-syntactic skill were the strongest significant predictors. The findings largely support the CMR model as a means to understand individual differences in reading acquisition and, in turn, to support data-based instructional decisions for a wider range of children. PMID:22227395

  4. Woodcock Diagnostic Reading Battery (WDRB).

    ERIC Educational Resources Information Center

    Simon, Janet

    1999-01-01

    This article describes the Woodcock Diagnostic Reading Battery, an instrument designed to assess the abilities and achievements of individuals ages 4 through 90 in the areas of basic reading skills, reading comprehension, phonological awareness, oral language comprehension, and reading aptitude. Its administration, standardization, reliability,…

  5. Reading and the Special Learner.

    ERIC Educational Resources Information Center

    Hedley, Carolyn N., Ed.; Hicks, John S., Ed.

    Compiled from papers presented at the annual Reading/Special Education Institute at Fordham University, this collection of essays addresses reading problems of special education students. The book is divided into three sections. The first section covers reading assessment and reading intervention; section 2 addresses the specific learner and the…

  6. Ill-Structured Problem Solving of Novice Reading Specialists and Expert Assessment Specialists: Learning and Expertise

    ERIC Educational Resources Information Center

    Currie-Rubin, Rachel

    2012-01-01

    This dissertation examines the problem-solving processes of seven graduate student novices enrolled in a course in educational assessment and ten educational assessment experts. Using Jonassen's (1997) ill- and well-structured problem-solving frameworks, I analyze think-aloud protocols of experts and novices as they examine ill-structured…

  7. Student-Generated Reading Questions: Diagnosing Student Thinking with Diverse Formative Assessments

    ERIC Educational Resources Information Center

    Offerdahl, Erika G.; Montplaisir, Lisa

    2014-01-01

    Formative assessment has long been identified as a critical element to teaching for conceptual development in science. It is therefore important for university instructors to have an arsenal of formative assessment tools at their disposal which enable them to effectively uncover and diagnose all students' thinking, not just the most vocal or…

  8. Portfolio Assessment as a Method of Enhancing Preschool Reading Development and Teacher Instruction

    ERIC Educational Resources Information Center

    Esliker, Regina

    2010-01-01

    Technological advances offer new ways and approaches to teaching and learning and have affected traditional methods of instruction and student assessment. Portfolio assessment is one way to document a student's progress over time and has been the subject of considerable research. This mixed method study explored the extent to which portfolio…

  9. Reading to Learn and Reading to Integrate: New Tasks for Reading Comprehension Tests?

    ERIC Educational Resources Information Center

    Trites, Latricia; McGroarty, Mary

    2005-01-01

    To address the concern that most traditional reading comprehension tests only measure basic comprehension, this study designed measures to assess more complex reading tasks: Reading to Learn and Reading to Integrate. The new measures were taken by 251 participants: 105 undergraduate native speakers of English, 106 undergraduate nonnative speakers,…

  10. Students' Self-Perception of Reading Ability, Enjoyment of Reading and Reading Achievement

    ERIC Educational Resources Information Center

    Smith, Jeffrey K.; Smith, Lisa F.; Gilmore, Alison; Jameson, Madgerie

    2012-01-01

    Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement…

  11. Assessing the Relationship of Working Memory to L2 Reading: Does the Nature of Comprehension Process and Reading Span Task Make a Difference?

    ERIC Educational Resources Information Center

    Alptekin, Cem; Ercetin, Gulcan

    2009-01-01

    Although an important role has been ascribed to working-memory capacity in reading comprehension, little consensus exists on its conceptualization, operationalization, and measurement except for its recognition as a limited-capacity processing and storage system. One specific problem in the measurement of working memory comes from researchers' use…

  12. Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

    ERIC Educational Resources Information Center

    Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert

    2012-01-01

    The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

  13. Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study

    ERIC Educational Resources Information Center

    Goddard, Yvonne; Rinderknecht, Laura

    2009-01-01

    Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…

  14. Delivering Reading Intervention to the Poorest Children: The Case of Liberia and EGRA-Plus, a Primary Grade Reading Assessment and Intervention

    ERIC Educational Resources Information Center

    Davidson, Marcia; Hobbs, Jenny

    2013-01-01

    As governments, donors and implementation organisations re-focus Education for All Goals in terms of quality of education, increasing concerns have been raised over low literacy levels in developing countries. This paper provides key learning from the application of an early reading intervention applied in post-conflict Liberia, which included a…

  15. Early Patient Access to Medicines: Health Technology Assessment Bodies Need to Catch Up with New Marketing Authorization Methods.

    PubMed

    Leyens, Lada; Brand, Angela

    2016-01-01

    National and international medicines agencies have developed innovative methods to expedite promising new medicines to the market and facilitate early patient access. Some of these approval pathways are the conditional approval and the adaptive pathways by the European Medicines Agency (EMA); the Promising Innovative Medicine (PIM) designation and the Early Access to Medicines Scheme (EAMS) by the Medicines and Healthcare Products Regulatory Agency (MHRA), as well as the Fast Track, Breakthrough or Accelerated Approval methods by the Food and Drug Administration (FDA). However, at least in Europe, these methods cannot achieve the goal of improving timely access for patients to new medicines on their own; the reimbursement process also has to become adaptive and flexible. In the past 2 years, the effective access (national patient access) to newly approved oncology drugs ranged from 1 to 30 months, with an extremely high variability between European countries. The goal of early patient access in Europe can only be achieved if the national health technology assessment bodies, such as NICE (ENG), HAS (FR), G-BA (DE) or AIFA (IT), provide harmonized, transparent, flexible, conditional and adaptive methods that adopt the level of evidence accepted by the medicines agencies. The efforts from medicines agencies are welcome but will be in vain if health technology assessments do not follow with similar initiatives, and the European 'postcode' lottery will continue. PMID:27238553

  16. Evaluating the impact of climate policies on regional food availability and accessibility using an Integrated Assessment Model

    NASA Astrophysics Data System (ADS)

    Gilmore, E.; Cui, Y. R.; Waldhoff, S.

    2015-12-01

    Beyond 2015, eradicating hunger will remain a critical part of the global development agenda through the Sustainable Development Goals (SDG). Efforts to limit climate change through both mitigation of greenhouse gas emissions and land use policies may interact with food availability and accessibility in complex and unanticipated ways. Here, we develop projections of regional food accessibility to 2050 under the alternative futures outlined by the Shared Socioeconomic Pathways (SSPs) and under different climate policy targets and structures. We use the Global Change Assessment Model (GCAM), an integrated assessment model (IAM), for our projections. We calculate food access as the weighted average of consumption of five staples and the portion of income spend on those commodities and extend the GCAM calculated universal global producer price to regional consumer prices drawing on historical relationships of these prices. Along the SSPs, food access depends largely on expectations of increases in population and economic status. Under a more optimistic scenario, the pressures on food access from increasing demand and rising prices can be counterbalanced by faster economic development. Stringent climate policies that increase commodity prices, however, may hinder vulnerable regions, namely Sub-Saharan Africa, from achieving greater food accessibility.

  17. Assessment of percutaneous renal access skills during Urology Objective Structured Clinical Examinations (OSCE)

    PubMed Central

    Noureldin, Yasser A.; Elkoushy, Mohamed A.; Andonian, Sero

    2015-01-01

    Introduction: The first objective was to assess percutaneous renal access (PCA) skills of urology postgraduate trainees (PGTs) during the Objective Structured Clinical Examinations (OSCEs). The second objective was to determine whether previous experience with percutaneous nephrolithotomy (PCNL) improved performance. Methods: After obtaining ethics approval, we recruited PGTs from two urology programs in Quebec between postgraduate years (PGY-3 to PGY-5). Each trainee was asked to answer a short questionnaire regarding previous experience in endourologic procedures. After a 3-minute orientation on the PERC Mentor simulator (Simbionix, Cleveland, OH), each trainee was asked to perform task 4, where they had to correctly access all of the renal calyces and pop the balloons in a normal left kidney model. We collected and analyzed data from the questionnaire and the performance report generated by the simulator. Results: In total, 13 PGTs participated in this study. PGTs had performed a median of 200 (range: 50–1000) cystoscopies, 50 (range: 10–125) TURBTs, 30 (range: 0–100) TURPs, 5 (range: 0–50) laser prostatectomies, and 50 (range: 2–125) ureteroscopies prior to this OSCE. PGTs with previous PCNL experience (8/13) had performed a mean of 18.6 ± 6.3 PCNLs. PGTs with previous PCNL experience performed significantly better in terms of shorter fluoroscopy time (10 ± 1.5 vs. 5.1 ± 0.7 min; p = 0.04), fewer attempts required for successful puncture of the pelvi-calyceal system (PCS) (21 ± 2.3 vs. 13 ± 1.8; p = 0.02), and had significantly lower complications in terms of fewer infundibular injury (7.4 ± 1.5 vs. 2 ± 0.4; p = 0.004) and fewer PCS perforations (11 ± 1.7 vs. 4.5 ± 1.2; p = 0.01). Conclusion: It is feasible to use the PERC Mentor simulator during OSCEs to assess PCA skills of urology PGTs. PGTs who had previous PCNL experience performed significantly better with fewer complications. PMID:25844094

  18. A Web-Based Assessment for Phonological Awareness, Rapid Automatized Naming (RAN) and Learning to Read Chinese

    ERIC Educational Resources Information Center

    Liao, Chen-Huei; Kuo, Bor-Chen

    2011-01-01

    The present study examined the equivalency of conventional and web-based tests in reading Chinese. Phonological awareness, rapid automatized naming (RAN), reading accuracy, and reading fluency tests were administered to 93 grade 6 children in Taiwan with both test versions (paper-pencil and web-based). The results suggest that conventional and…

  19. The Utility of Maze Accurate Response Rate in Assessing Reading Comprehension in Upper Elementary and Middle School Students

    ERIC Educational Resources Information Center

    McCane-Bowling, Sara J.; Strait, Andrea D.; Guess, Pamela E.; Wiedo, Jennifer R.; Muncie, Eric

    2014-01-01

    This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock-Johnson III (WJ III) Tests of Achievement…

  20. Prevalence of Online Reading among High School Students in Qatar: Evidence from the Programme for International Student Assessment 2009

    ERIC Educational Resources Information Center

    Cheema, Jehanzeb R.

    2014-01-01

    Recent research has suggested presence of a significant relationship between prevalence of online reading and reading literacy. In this study we examined the prevalence of online reading among 15-year old students in Qatar using a nationally representative sample of 8,089 students. Bivariate and multivariate analyses were conducted at the item and…

  1. Chemical reactivity indices and mechanism-based read-across for non-animal based assessment of skin sensitisation potential.

    PubMed

    Roberts, David W; Aptula, Aynur O; Patlewicz, Grace; Pease, Camilla

    2008-05-01

    The skin sensitisation potential of chemicals is currently assessed using in vivo methods where the murine local lymph node assay (LLNA) is typically the method of first choice. Current regulatory initiatives are driving the impetus for the use of in vitro/in silico alternative approaches to provide the relevant information needed for the effective assessment of skin sensitisation, for both hazard characterisation and risk assessment purposes. A chemical must undergo a number of steps for it to induce skin sensitisation but the main determining step is formation of a stable covalent association with carrier protein. The ability of a chemical to react covalently with carrier protein nucleophiles relates to both its electrophilic reactivity and its hydrophobicity. This paper focuses on quantitative indices of electrophilic reactivity with nucleophiles, in a chemical mechanism-of-action context, and compares and contrasts the experimental approaches available to generate reactivity data that are suitable for mathematical modelling and making predictions of skin sensitisation potential, using new chemistry data correlated against existing in vivo bioassay data. As such, the paper goes on to describe an illustrative example of how quantitative kinetic measures of reactivity can be usefully and simply applied to perform mechanism-based read-across that enables hazard characterisation of skin sensitisation potential. An illustration of the types of quantitative mechanistic models that could be built using databases of kinetic measures of reactivity, hydrophobicity and existing in vivo bioassay data is also given. PMID:17703503

  2. Reading Faster

    ERIC Educational Resources Information Center

    Nation, Paul

    2009-01-01

    This article describes the visual nature of the reading process as it relates to reading speed. It points out that there is a physical limit on normal reading speed and beyond this limit the reading process will be different from normal reading where almost every word is attended to. The article describes a range of activities for developing…

  3. Reading Recovery.

    ERIC Educational Resources Information Center

    Jones, Joanna R., Ed.

    1992-01-01

    This issue of the Arizona Reading Journal focuses on the theme "reading recovery" and includes the following articles: "Why Is an Inservice Programme for Reading Recovery Teachers Necessary?" (Marie M. Clay); "What Is Reading Recovery?" (Gay Su Pinnell); "Teaching a Hard To Teach Child" (Constance A. Compton); "Reading Recovery in Arizona--A…

  4. Open Access and beyond.

    PubMed

    Mathur, Shawn; Schmidt, Christian; Das, Chhaya; Tucker, Philip W

    2006-01-01

    Uncensored exchange of scientific results hastens progress. Open Access does not stop at the removal of price and permission barriers; still, censorship and reading disabilities, to name a few, hamper access to information. Here, we invite the scientific community and the public to discuss new methods to distribute, store and manage literature in order to achieve unfettered access to literature. PMID:16956402

  5. The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students with Significant Cognitive Disabilities

    ERIC Educational Resources Information Center

    Roach, Andrew T.; Elliott, Stephen N.

    2006-01-01

    The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N=113) submitted case materials for students with…

  6. 49 CFR 1546.213 - Access to cargo: Security threat assessments for cargo personnel in the United States.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 9 2014-10-01 2014-10-01 false Access to cargo: Security threat assessments for cargo personnel in the United States. 1546.213 Section 1546.213 Transportation Other Regulations Relating to Transportation (Continued) TRANSPORTATION SECURITY ADMINISTRATION, DEPARTMENT OF HOMELAND SECURITY CIVIL AVIATION SECURITY FOREIGN AIR...

  7. 49 CFR 1544.228 - Access to cargo and cargo screening: Security threat assessments for cargo personnel in the...

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 49 Transportation 9 2014-10-01 2014-10-01 false Access to cargo and cargo screening: Security threat assessments for cargo personnel in the United States. 1544.228 Section 1544.228 Transportation Other Regulations Relating to Transportation (Continued) TRANSPORTATION SECURITY ADMINISTRATION, DEPARTMENT OF HOMELAND SECURITY CIVIL AVIATION...

  8. Assessment IS Instruction: Reading, Writing, Spelling, and Phonics for ALL Learners.

    ERIC Educational Resources Information Center

    Glazer, Susan Mandel

    This book is about managing and balancing the merging of literacy assessment and instruction in classrooms. The activities discussed have been used again and again by students ages 5 to 18 in integrated literacy environments; the instructional strategies easily adapt to self-monitoring activities. Chapters in the book are: (1) "A Rationale for…

  9. Planning and Delivery of Appropriate Reading Instruction Based on Assessment and Evaluation.

    ERIC Educational Resources Information Center

    Ness, Andrienne V.

    Assessment is the tool used by educators to determine the beginning skills of a student, to show development of new skills, to increase learning, and to monitor areas needing improvement so that learning is ensured. Though many barriers still remain regarding validity of tests, reforms are being made to include the aspect of environment of test…

  10. Assessment of Reading and Learning Disabilities: A Research-Based Intervention-Oriented Approach.

    ERIC Educational Resources Information Center

    Fletcher, Jack M.; Foorman, Barbara R.; Boudousquie, Amy

    2002-01-01

    Reviews implications of the three primary components of the federal definition of learning disabilities (discrepancy, heterogeneity, and exclusion) for the assessment of children with learning disabilities (LD). Also proposes a rationale and procedures for more efficient approaches to the identification of children as learning disabled that are…

  11. Writing and Reading Skills as Assessed by Teachers in 7-Year Olds: A Behavioral Genetic Approach

    ERIC Educational Resources Information Center

    Oliver, Bonamy R.; Dale, Philip S.; Plomin, Robert

    2007-01-01

    A behavioral genetic analysis of general writing ability was conducted using teacher assessments based on UK National Curriculum criteria for a sample of 3296 same-sex pairs of 7-year-old twins. Writing was highly heritable within the normal range (0.66) and at the low extreme (0.70). Environmental influences were almost all non-shared, with…

  12. Literacy Assessment for Today's Schools. Monograph of the College Reading Association.

    ERIC Educational Resources Information Center

    Collins, Martha D., Ed.; Moss, Barbara G., Ed.

    This collection of 17 papers provides a blueprint for teachers who want increasingly sophisticated methods for monitoring student growth and can serve as a resource for in-service educators as literacy instruction changes. Papers in the first section of the book examine literacy assessment as it pertains to school-age children. Papers in the…

  13. Diagnostic Assessment of Reading and Listening in a Second or Foreign Language: Elaborating on Diagnostic Principles

    ERIC Educational Resources Information Center

    Harding, Luke; Alderson, J. Charles; Brunfaut, Tineke

    2015-01-01

    Alderson, Brunfaut and Harding (2014) recently investigated how diagnosis is practised across a range of professions in order to develop a tentative framework for a theory of diagnosis in second or foreign language (SFL) assessment. In articulating this framework, a set of five broad principles were proposed, encompassing the entire enterprise of…

  14. PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science

    ERIC Educational Resources Information Center

    Schleicher, Andreas; Zimmer, Karin; Evans, Juliet; Clements, Niccolina

    2009-01-01

    In response to the need for cross-nationally comparable evidence on student performance, the Organisation for Economic Co-operation and Development (OECD) launched the OECD Programme for International Student Assessment (PISA) in 1997. PISA represents a commitment by governments to monitor the outcomes of education systems through measuring…

  15. Assessing School-Level RTI Implementation for Reading: Development and Piloting of the RTIS-R

    ERIC Educational Resources Information Center

    Noltemeyer, Amity L.; Boone, William J.; Sansosti, Frank J.

    2014-01-01

    Few studies have examined Response to Intervention (RTI) implementation adherence at the school level. Although tools designed to assess the implementation of RTI exist, the technical properties have not been rigorously documented, and psychometric techniques now being used to develop instrumentation appear not to have been used. The purpose of…

  16. PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2013

    2013-01-01

    Are students well prepared to meet the challenges of the future? Can they analyse, reason and communicate their ideas effectively? Have they found the kinds of interests they can pursue throughout their lives as productive members of the economy and society? The OECD Programme for International Student Assessment (PISA) seeks to answer these…

  17. Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

    ERIC Educational Resources Information Center

    Dickens, Rachel H.; Meisinger, Elizabeth B.

    2016-01-01

    The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading…

  18. Diversity in 113 cowpea [Vigna unguiculata (L) Walp] accessions assessed with 458 SNP markers.

    PubMed

    Egbadzor, Kenneth F; Ofori, Kwadwo; Yeboah, Martin; Aboagye, Lawrence M; Opoku-Agyeman, Michael O; Danquah, Eric Y; Offei, Samuel K

    2014-01-01

    Single Nucleotide Polymorphism (SNP) markers were used in characterization of 113 cowpea accessions comprising of 108 from Ghana and 5 from abroad. Leaf tissues from plants cultivated at the University of Ghana were genotyped at KBioscience in the United Kingdom. Data was generated for 477 SNPs, out of which 458 revealed polymorphism. The results were used to analyze genetic dissimilarity among the accessions using Darwin 5 software. The markers discriminated among all of the cowpea accessions and the dissimilarity values which ranged from 0.006 to 0.63 were used for factorial plot. Unexpected high levels of heterozygosity were observed on some of the accessions. Accessions known to be closely related clustered together in a dendrogram drawn with WPGMA method. A maximum length sub-tree which comprised of 48 core accessions was constructed. The software package structure was used to separate accessions into three groups, and the programme correctly identified varieties that were known hybrids. The hybrids were those accessions with numerous heterozygous loci. The structure plot showed closely related accessions with similar genome patterns. The SNP markers were more efficient in discriminating among the cowpea germplasm than morphological, seed protein polymorphism and simple sequence repeat studies reported earlier on the same collection. PMID:25332852

  19. Quality Assessment of Studies Published in Open Access and Subscription Journals: Results of a Systematic Evaluation

    PubMed Central

    Pastorino, Roberta; Milovanovic, Sonja; Stojanovic, Jovana; Efremov, Ljupcho; Amore, Rosarita; Boccia, Stefania

    2016-01-01

    Introduction Along with the proliferation of Open Access (OA) publishing, the interest for comparing the scientific quality of studies published in OA journals versus subscription journals has also increased. With our study we aimed to compare the methodological quality and the quality of reporting of primary epidemiological studies and systematic reviews and meta-analyses published in OA and non-OA journals. Methods In order to identify the studies to appraise, we listed all OA and non-OA journals which published in 2013 at least one primary epidemiologic study (case-control or cohort study design), and at least one systematic review or meta-analysis in the field of oncology. For the appraisal, we picked up the first studies published in 2013 with case-control or cohort study design from OA journals (Group A; n = 12), and in the same time period from non-OA journals (Group B; n = 26); the first systematic reviews and meta-analyses published in 2013 from OA journals (Group C; n = 15), and in the same time period from non-OA journals (Group D; n = 32). We evaluated the methodological quality of studies by assessing the compliance of case-control and cohort studies to Newcastle and Ottawa Scale (NOS) scale, and the compliance of systematic reviews and meta-analyses to Assessment of Multiple Systematic Reviews (AMSTAR) scale. The quality of reporting was assessed considering the adherence of case-control and cohort studies to STrengthening the Reporting of OBservational studies in Epidemiology (STROBE) checklist, and the adherence of systematic reviews and meta-analyses to Preferred Reporting Items for Systematic reviews and Meta-Analysis (PRISMA) checklist. Results Among case-control and cohort studies published in OA and non-OA journals, we did not observe significant differences in the median value of NOS score (Group A: 7 (IQR 7–8) versus Group B: 8 (7–9); p = 0.5) and in the adherence to STROBE checklist (Group A, 75% versus Group B, 80%; p = 0.1). The

  20. Making a spectacle of herself: reading community mental health nursing assessments.

    PubMed

    Street, A

    1994-11-01

    The metaphor of mapping is used in this paper to examine the discursive construction of women whose nudity in public places (making a spectacle of herself) provides dilemmas for community mental health nurses required to make assessments of these women's ability to function in the community. Excerpts from stories provided by the nurses are used to demonstrate the complexity of the decision-making processes and the limits to the choices they perceive they can make. PMID:7531608

  1. The Development and Technical Adequacy of Seventh-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report #1102

    ERIC Educational Resources Information Center

    Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald

    2011-01-01

    This technical report describes the process of development and piloting of reading comprehension measures that are appropriate for seventh-grade students as part of an online progress screening and monitoring assessment system, http://easycbm.com. Each measure consists of an original fictional story of approximately 1,600 to 1,900 words with 20…

  2. Examining the Technical Adequacy of Second-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report # 08-08

    ERIC Educational Resources Information Center

    Alonzo, Julie; Liu, Kimy; Tindal, Gerald

    2008-01-01

    This technical report describes the development of reading comprehension assessments designed for use as progress monitoring measures appropriate for 2nd Grade students. The creation, piloting, and technical adequacy of the measures are presented. The following are appended: (1) Item Specifications for MC [Multiple Choice] Comprehension - Passage…

  3. Examining the Technical Adequacy of Fifth-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report # 08-07

    ERIC Educational Resources Information Center

    Alonzo, Julie; Tindal, Gerald

    2008-01-01

    This technical report describes the development and piloting of reading comprehension measures developed for use by fifth-grade students as part of an online progress monitoring assessment system, http://easycbm.com. Each comprehension measure is comprised of an original work of narrative fiction approximately 1500 words in length followed by 20…

  4. The Performance Levels and Associated Cut Scores on the Pennsylvania System of School Assessment Mathematics and Reading Tests: A Critical Analysis.

    ERIC Educational Resources Information Center

    Zwerling, Harris L.

    In the context of controversy over the use of high stakes testing, the Pennsylvania State Education Association (PSEA) asked for an evaluation of the performance levels and cut score of the Pennsylvania System of School Assessment (PSSA) mathematics and reading tests. While awaiting technical documentation from the Pennsylvania Department of…

  5. Examining the Effectiveness and Validity of Glossary and Read-Aloud Accommodations for English Language Learners in a Math Assessment. CRESST Report 766

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Kim, Jinok; Kao, Jenny C.; Rivera, Nichole M.

    2009-01-01

    Glossary and reading aloud test items are often listed as allowed in many states' accommodation policies for ELL students, when taking states' large-scale mathematics assessments. However, little empirical research has been conducted on the effects of these two accommodations on ELL students' test performance. Furthermore, no research is available…

  6. Relationship between the TCAP and the Pearson Benchmark Assessment in Elementary Students' Reading and Math Performance in a Northeastern Tennessee School District

    ERIC Educational Resources Information Center

    Dugger-Roberts, Cherith A.

    2014-01-01

    The purpose of this quantitative study was to determine if there was a relationship between the TCAP test and Pearson Benchmark assessment in elementary students' reading and language arts and math performance in a northeastern Tennessee school district. This study involved 3rd, 4th, 5th, and 6th grade students. The study focused on the following…

  7. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-Language Context

    ERIC Educational Resources Information Center

    Spencer-Iiams, Jennifer W.

    2013-01-01

    The United States is experiencing an increase in young students developing literacy in English and Spanish. Schools providing dual-language English/Spanish instruction need technically adequate tools to assess reading skills in the languages of instruction, and interpretation of results needs to acknowledge the complexity of cross-linguistic…

  8. Exploration of the Consortium on Reading Excellence Phonics Survey: An Instrument for Assessing Primary-Grade Students' Phonics Knowledge

    ERIC Educational Resources Information Center

    Reutzel, D. Ray; Brandt, Lorilynn; Fawson, Parker C.; Jones, Cindy D.

    2014-01-01

    This article examines the Consortium on Reading Excellence-Phonics Survey (CORE-PS), an informal, inexpensive, and widely disseminated assessment tool that is used to determine primary-grade students' knowledge of and abilities to apply key alphabetic and phonics understandings to decode a mix of real and pseudo-words. Evidence is reported of…

  9. Technical Information and Data from the 1977 Young Adult Assessment of Health, Energy and Reading; Released Exercises, National and Group Results.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO. National Assessment of Educational Progress.

    This volume provides technical information and data on the knowledge, skills, and attitudes of American young adults, aged 17 and 26-35 years old. The three subjects chosen for this eighth year assessment were health: (section 1), energy (section 2), and reading (section 3). (Science exercises were also administered in the survey, and will…

  10. Assessing Syringe Exchange Program Access among Persons Who Inject Drugs (PWID) in the District of Columbia.

    PubMed

    Allen, Sean T; Ruiz, Monica S; Jones, Jeff

    2016-02-01

    Prior research has explored spatial access to syringe exchange programs (SEPs) among persons who inject drugs (PWID), but these studies have been based on limited data from short periods of time. No research has explored changes in spatial access to SEPs among PWID longitudinally. The purpose of this research is to examine spatial access to SEPs among PWID who accessed services at a SEP in Washington, District of Columbia (DC), from 1996 to 2010. The geometric point distance estimation technique was used to calculate the mean walking distance PWID traveled from the centroid point of their zip code of home residence to the mobile exchange site where they accessed SEP services. Analysis of variance (ANOVA) was used to examine differences in walking distance measures by year. The results of this research suggest that the distance DC PWID traveled to access SEP services remained relatively constant (approximately 2.75 mi) from 2003 to 2008, but increased to just over 4 mi in 2010. This research provides support for expanding SEP operations such that PWID have increased access to their services. Increasing SEP accessibility may help resolve unmet needs among injectors. PMID:26786782

  11. Assessment of Web Content Accessibility Levels in Spanish Official Online Education Environments

    ERIC Educational Resources Information Center

    Roig-Vila, Rosabel; Ferrández, Sergio; Ferri-Miralles, Imma

    2014-01-01

    Diversity-based designing, or the goal of ensuring that web-based information is accessible to as many diverse users as possible, has received growing international acceptance in recent years, with many countries introducing legislation to enforce it. This paper analyses web content accessibility levels in Spanish education portals according to…

  12. Access to Fiction for Children: A User-Based Assessment of Options and Opportunities.

    ERIC Educational Resources Information Center

    Solomon, Paul

    1997-01-01

    Naturalistic observation and questioning of children grades 1-6 in school library media centers investigated their intentions, purposes, search terms, strategies, successes, and breakdowns in accessing fiction through Online Public Access Catalogs (OPACs). Presents a framework of perspectives (individual, social cultural, task, time and timing) to…

  13. Assessment of Low-Income Adults' Access to Technology: Implications for Nutrition Education

    ERIC Educational Resources Information Center

    Neuenschwander, Lauren M.; Abbott, Angela; Mobley, Amy R.

    2012-01-01

    Objective: The main objective of this study was to investigate access and use of technologies such as the Internet among Indiana's low-income population. The secondary objective was to determine whether access and use of computers significantly differed by age, race, and/or education level. Methods: Data were collected from low-income adult…

  14. Increasing Reading/Literacy Performance of At-Risk Elementary Students through Increased Access to Fiction/Non-Fiction Resources and Incorporating Readers Theater Activities

    ERIC Educational Resources Information Center

    Salas, Gayla L.

    2008-01-01

    This action research project was developed in order to increase student literacy, particularly in the area of reading, for students who were considered at-risk. The targeted student population was 2nd grade students who were served within a primary cross-categorical special education program. The classroom was housed in an elementary (K-2) school,…

  15. "Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

    ERIC Educational Resources Information Center

    Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test…

  16. How Does the Hawaii High School Assessment Measure Up? A Comparison of the 2005 Grade 10 Hawaii State Assessment in Reading and Mathematics with High School Graduation Exams from Other States

    ERIC Educational Resources Information Center

    Achieve, Inc., 2007

    2007-01-01

    At the request of the Hawaii Department of Education, Achieve conducted a study of Hawaii's 2005 grade 10 State Assessment in reading and mathematics. The study compared the content, rigor and passing (meets proficiency) scores on Hawaii's assessment with those of the six states that participated in Achieve's earlier study, "Do Graduation Tests…

  17. Secondary Students' Reading Attitudes and Achievement in a Scaffolded Silent Reading Program versus Traditional Sustained Silent Reading

    ERIC Educational Resources Information Center

    West, Chandra Lorene

    2010-01-01

    This study explored the reading attitudes and achievement, as well as genre knowledge, of tenth, eleventh, and twelfth-grade students who participated in Scaffolded Silent Reading, Sustained Silent Reading, or a control group. The Reading and You attitude survey, Degrees of Reading Power achievement measure, and Genre Assessment were administered…

  18. Assessing access for prospective adoptive parents living with HIV: an environmental scan of Ontario's adoption agencies.

    PubMed

    Underhill, Angela A; Kennedy, V Logan; Lewis, Johanna; Ross, Lori E; Loutfy, Mona

    2016-10-01

    Work has been underway to increase the availability of parenting options for people living with and affected by HIV. One option, adoption, has not yet been explored in the literature. The study aimed to gain a better understanding of the potential of adoption for individuals/couples living with HIV in Ontario, and to assess potential structural barriers or facilitators that may impact their experience navigating the adoption system by conducting an environmental scan of adoption service providers in Ontario. A list of adoption service providers was compiled using the Ontario government's website. Information relevant to the study's measures was collected using service providers' websites. Service providers without websites, or with websites that did not address all of the research measures, were contacted via telephone to complete a structured interview. Online data extraction was possible for 2 and telephone surveys were completed with 75 adoption service providers (total n = 77). Most service providers reported that HIV status is not an exclusion criterion for prospective parents (64%). However, more than one-fifth of the participants acknowledged they were not sure if people with HIV were eligible to adopt. Domestic service providers were the only providers who did not report knowledge of restrictions due to HIV status. Private domestic adoption presented social barriers as birth parent(s) of a child can access health records of a prospective parent and base their selection of an adoptive parent based on health status. Adoption practitioners and licensees involved in international adoptions reported the most structural barriers for prospective parent(s) living with HIV, attributed to the regulations established by the host country of the child(ren) eligible for adoption. Although international adoptions may present insurmountable barriers for individuals living with HIV, public and private domestic adoption appears to be a viable option. PMID:27136971

  19. Safe reading of chemical pathology reports: the RCPAQAP Report Assessment Survey.

    PubMed

    Koetsier, Sabrina; Jones, Graham Ross Dallas; Badrick, Tony

    2016-06-01

    Pathology reports are a vital component of the request-test-report cycle communicating pathology results to doctors to support clinical decision making. This should be done in a comprehensive, safe and time-efficient manner. As doctors may receive reports from different laboratories these goals can be achieved more readily if reports are formatted in the same way. This study evaluates the formatting of paper reports produced by Australian laboratories for numerical biochemistry results. As part of the RCPAQAP Liquid Serum Chemistry program in 2015, laboratories were invited to supply a routine paper report displaying the results. A total of 37 reports were received for analysis. These reports were assessed for variation in a range of components and, where possible, against relevant Australian standards and guidelines. In summary, there was a wide variation in most of the report components assessed including test names, result alignment, result flagging, sequence of data elements on the page, date formatting and patient name formatting. In most components there was also variation from the Standards. In order to ensure safe result transmission by printed reports there is a need to promote the adoption of current reporting standards and monitor compliance with similar external quality assurance programs. PMID:27130834

  20. 2013 Reading Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2013

    2013-01-01

    This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the reading portion of the National Assessment of Education Progress at Grade 4 and 8. [For the…

  1. Assessing equitable access to urban green space: the role of engineered water infrastructure.

    PubMed

    Wendel, Heather E Wright; Downs, Joni A; Mihelcic, James R

    2011-08-15

    Urban green space and water features provide numerous social, environmental, and economic benefits, yet disparities often exist in their distribution and accessibility. This study examines the link between issues of environmental justice and urban water management to evaluate potential improvements in green space and surface water access through the revitalization of existing engineered water infrastructures, namely stormwater ponds. First, relative access to green space and water features were compared for residents of Tampa, Florida, and an inner-city community of Tampa (East Tampa). Although disparities were not found in overall accessibility between Tampa and East Tampa, inequalities were apparent when quality, diversity, and size of green spaces were considered. East Tampa residents had significantly less access to larger, more desirable spaces and water features. Second, this research explored approaches for improving accessibility to green space and natural water using three integrated stormwater management development scenarios. These scenarios highlighted the ability of enhanced water infrastructures to increase access equality at a variety of spatial scales. Ultimately, the "greening" of gray urban water infrastructures is advocated as a way to address environmental justice issues while also reconnecting residents with issues of urban water management. PMID:21728276

  2. Formative Evaluation to Assess Communication Technology Access and Health Communication Preferences of Alaska Native People

    PubMed Central

    Robinson, Renee F.; Dillard, Denise A.; Hiratsuka, Vanessa Y.; Smith, Julia J.; Tierney, Steve; Avey, Jaedon P.; Buchwald, Dedra S.

    2016-01-01

    Objective Information technology can improve the quality, safety, and efficiency of healthcare delivery by improving provider and patient access to health information. We conducted a nonrandomized, cross-sectional, self-report survey to determine whether Alaska Native and American Indian (AN/AI) people have access to the health communication technologies available through a patient-centered medical home. Methods In 2011, we administered a self-report survey in an urban, tribally owned and operated primary care center serving AN/AI adults. Patients in the center’s waiting rooms completed the survey on paper; center staff completed it electronically. Results Approximately 98% (n = 654) of respondents reported computer access, 97% (n = 650) email access, and 94% (n = 631) mobile phone use. Among mobile phone users, 60% had Internet access through their phones. Rates of computer access (p = .011) and email use (p = .005) were higher among women than men, but we found no significant gender difference in mobile phone access to the Internet or text messaging. Respondents in the oldest age category (65–80 years of age) were significantly less likely to anticipate using the Internet to schedule appointments, refill medications, or communicate with their health care providers (all p < .001). Conclusion Information on use of health communication technologies enables administrators to deploy these technologies more efficiently to address health concerns in AN/AI communities. Our results will drive future research on health communication for chronic disease screening and health management. PMID:27169131

  3. A Validation Study of the Grade Six Reading Texas Assessment of Knowledge and Skills Using the Test of Reading Comprehension-Fourth Edition and the STAR Reading Test as Criterion Measures

    ERIC Educational Resources Information Center

    Adair, Arnold

    2010-01-01

    With the increase of high-stakes testing and the subsequent consequences it is essential that educators understand the validity and the inferences based on the scores produced by these tests. The purpose of this study was to determine if a relationship exists between the underlying constructs of the grade six reading TAKS, the Test of Reading…

  4. An examination of the rapid automatized naming-reading relationship using functional magnetic resonance imaging.

    PubMed

    Cummine, J; Chouinard, B; Szepesvari, E; Georgiou, G K

    2015-10-01

    Rapid automatized naming (RAN) has been established to be a strong predictor of reading. Yet, the neural correlates underlying the RAN-reading relationship remain unknown. Thus, the purpose of this study was to determine: (a) the extent to which RAN and reading activate similar brain regions (within subjects), (b) whether RAN and reading are directly related in the shared activity network outlined in (a), and (c) to what extent RAN neural activation predicts behavioral reading performance. Using functional magnetic resonance imaging (fMRI), university students (N=15; Mean age=20.6 years) were assessed on RAN (letters and digits) and single-word reading (words and non-words). The results revealed a common RAN-reading network that included regions associated with motor planning (cerebellum), semantic access (middle temporal gyrus), articulation (supplementary motor area, pre-motor), and grapheme-phoneme translation (supramarginal gyrus). We found differences between RAN and reading with respect to percent signal change (PSC) in phonological and orthographic regions, but not in articulatory regions. Significant correlations between the neural RAN and reading parameters were found primarily in motor/articulatory regions. Further, we found a unique relationship between in-scanner reading response time and RAN PSC in the left inferior frontal gyrus. Taken together, these findings support the notion that RAN and reading activate similar neural networks. However, the relationship between RAN and reading is primarily driven by commonalities in the motor-sequencing/articulatory processes. PMID:26235433

  5. 22 CFR 171.3 - Public reading room.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Public reading room. 171.3 Section 171.3... PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access..., NW., Washington, DC. The reading room contains material pertaining to access to information under...

  6. 22 CFR 171.3 - Public reading room.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Public reading room. 171.3 Section 171.3... PUBLIC General Policy and Procedures § 171.3 Public reading room. A reading room providing public access..., NW., Washington, DC. The reading room contains material pertaining to access to information under...

  7. Reading Comics

    ERIC Educational Resources Information Center

    Tilley, Carol L.

    2008-01-01

    Many adults, even librarians who willingly add comics to their collections, often dismiss the importance of comics. Compared to reading "real" books, reading comics appears to be a simple task and compared to reading no books, reading comics might be preferable. After all, comics do have words, but the plentiful pictures seem to carry most of the…

  8. Reading Rituals

    ERIC Educational Resources Information Center

    Manzo, Kathleen Kennedy

    2007-01-01

    The Ogden, Utah schools have used the mandates of the federal Reading First grant program to transform reading instruction and student achievement in low-performing schools. Reading First was approved by Congress in 2001 under the No Child Left Behind Act to bring scientifically based reading methods and materials to struggling schools. The $1…

  9. Electrophysiological assessment of the time course of bilingual visual word recognition: Early access to language membership.

    PubMed

    Yiu, Loretta K; Pitts, Michael A; Canseco-Gonzalez, Enriqueta

    2015-08-01

    Previous research examining the time course of lexical access during word recognition suggests that phonological processing precedes access to semantic information, which in turn precedes access to syntactic information. Bilingual word recognition likely requires an additional level: knowledge of which language a specific word belongs to. Using the recording of event-related potentials, we investigated the time course of access to language membership information relative to semantic (Experiment 1) and syntactic (Experiment 2) encoding during visual word recognition. In Experiment 1, Spanish-English bilinguals viewed a series of printed words while making dual-choice go/nogo and left/right hand decisions based on semantic (whether the word referred to an animal or an object) and language membership information (whether the word was in English or in Spanish). Experiment 2 used a similar paradigm but with syntactic information (whether the word was a noun or a verb) as one of the response contingencies. The onset and peak latency of the N200, a component related to response inhibition, indicated that language information is accessed earlier than semantic information. Similarly, language information was also accessed earlier than syntactic information (but only based on peak latency). We discuss these findings with respect to models of bilingual word recognition and language comprehension in general. PMID:26102192

  10. 7 CFR 331.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... individual is approved by the Administrator or the HHS Secretary following a security risk assessment by the... risk assessment to the Attorney General. (e) An individual's security risk assessment may be...

  11. Underlying skills of oral and silent reading.

    PubMed

    van den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F

    2014-12-01

    Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes. PMID:25173643

  12. New Metrics, Measures, and Uses for Fluency Data: An Introduction to a Special Issue on the Assessment of Reading Fluency

    ERIC Educational Resources Information Center

    Biancarosa, Gina; Cummings, Kelli D.

    2015-01-01

    The primary objective of this special issue is to synthesize results from recent reading fluency research endeavors, and to link these findings to practical uses of reading curriculum-based measurement (R-CBM) tools. Taken together, the manuscripts presented in this issue discuss measurement work related to new metrics of indexing student reading…

  13. Relationship of Reading Fluency Assessment Data with State Accountability Test Scores: A Longitudinal Comparison of Grade Levels

    ERIC Educational Resources Information Center

    Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E.

    2006-01-01

    The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…

  14. Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

    ERIC Educational Resources Information Center

    Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Greulich, Luana; Meadows, Jane; Li, Zhi

    2011-01-01

    The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305…

  15. An Assessment of Female Prisoners’ Perception of the Accessibility of Quality Healthcare: A Survey in the Kumasi Central Prisons, Ghana

    PubMed Central

    Sarpong, AA; Otupiri, E; Yeboah-Awudzi, K; Osei-Yeboah, J; Berchie, GO; Ephraim, RKD

    2015-01-01

    Background: Accessibility of quality healthcare across the globe has generated a lot of attention among public health practitioners. Aim: This study explored the background characteristics of female prisoners and how it influences their assessment of the quality of accessible healthcare in the Kumasi Female Prison. Subjects and Methods: This descriptive cross-sectional survey was conducted at the Female section of the Kumasi Central Prisons from June to December 2011. We used pretested questionnaires to obtain quantitative data from all 39 inmates of the female Prisons. An in-depth interview was used to obtain qualitative data from the prison healthcare giver. Data were analyzed with Epi Info Version 3.5.1, (Centers for Disease Control and Prevention), Excel, and Graph Pad Prism version 5.00 for Windows (Graph Pad software, San Diego California USA, www.graphpad.com). Results: Using a 12-point scale inventory questionnaire, inmates with no formal education gave the highest mean health provision assessment score (6.0) whereas those with tertiary education gave the lowest (4.5). Females serving prison sentences gave the highest mean health assessment score whereas remand prisoners gave the lowest. Single females’ mean health assessment score was 5.7 whereas that of married inmates was 4.9. Unemployed inmates scored 5.8, informal 5.4 while civil servants scored 5.0. Conclusion: Access to quality healthcare was poor and demographic characteristics, marital status, educational background, and occupation influenced inmates’ perceptions of accessibility to quality healthcare. Inmates should be encouraged to be proactive in seeking healthcare irrespective of their background characteristics. PMID:26097759

  16. 2001: A Reading Odyssey. Program Manual. Arizona Reading Program.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Library, Archives and Public Records, Phoenix.

    The theme for the 2001 Arizona Reading Program is 2001: A Reading Odyssey. This manual includes creative planning and publicity ideas, activities, crafts, bibliographies, and other resources. Changes made to the program this year include: making the materials available in January; provision of multiple workshops in accessible locations and with…

  17. The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension

    ERIC Educational Resources Information Center

    Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan

    2013-01-01

    Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…

  18. 7 CFR 331.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... individual is approved by the Administrator or the HHS Secretary following a security risk assessment by the... risk assessment to the Attorney General. (e) An individual's security risk assessment may be expedited...; security risk assessments. 331.10 Section 331.10 Agriculture Regulations of the Department of...

  19. 7 CFR 331.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... individual is approved by the Administrator or the HHS Secretary following a security risk assessment by the... risk assessment to the Attorney General. (e) An individual's security risk assessment may be expedited...; security risk assessments. 331.10 Section 331.10 Agriculture Regulations of the Department of...

  20. Instant Read on Reading, in Palms of Their Hands

    ERIC Educational Resources Information Center

    Olson, Lynn

    2007-01-01

    This article discusses teachers' use of hand-held computers in a rural New Mexico district to assess student's reading progress. With the help of a federal Reading First grant, the district began using the DIBELS assessments across its elementary schools along with the mCLASS: DIBELS assessment and reporting system. The district's experience helps…

  1. Modeling people with motor disabilities to empower the automatic accessibility and ergonomic assessment of new products.

    PubMed

    Kaklanis, Nikolaos; Stavropoulos, Georgios; Tzovaras, Dimitrios

    2015-11-01

    Virtual User Models (VUMs) can be a valuable tool for accessibility and ergonomic evaluation of designs in simulation environments. As increasing the accessibility of a design is usually translated into additional costs and increased development time, the need for specifying the percentage of population for which the design will be accessible is crucial. This paper addresses the development of VUMs representing specific groups of people with disabilities. In order to create such VUMs, we need to know the functional limitations, i.e. disability parameters, caused by each disability and their variability over the population. Measurements were obtained from 90 subjects with motor disabilities and were analyzed using both parametric and nonparametric regression methods as well as a proposed hybrid regression method able to handle small sample sizes. Validation results showed that in most cases the proposed regression analysis can produce valid estimations on the variability of each disability parameter. PMID:26154211

  2. Teaching Content Is Teaching Reading

    ERIC Educational Resources Information Center

    Hirsch, E. D., Jr.

    2010-01-01

    Every two years the National Assessment of Educational Progress (NAEP), "the Nation's Report Card," reports the nation's average reading and math scores in grades 4 and 8. Despite the strong focus on reading under the 2001 No Child Left Behind law, the recent 2009 reading scores were not statistically different from those of 2007, which had not…

  3. Making Higher Education More Affordable, One Course Reading at a Time: Academic Libraries as Key Advocates for Open Access Textbooks and Educational Resources

    ERIC Educational Resources Information Center

    Okamoto, Karen

    2013-01-01

    Open access textbooks (OATs) and educational resources (OERs) are being lauded as a viable alternative to costly print textbooks. Some academic libraries are joining the OER movement by creating guides to open repositories. Others are promoting OATs and OERs, reviewing them, and even helping to create them. This article analyzes how academic…

  4. Teachers Reading Aloud

    ERIC Educational Resources Information Center

    McQuillan, Kristin

    2009-01-01

    Creating research-based expectations and education strategies for all teachers to implement consistently are the beginning steps in giving all students access to standards-based curriculum and in creating readers, writers, and content learners. Reading aloud is one research-based practice that enhances achievement for all students, whether they…

  5. The Right to Read.

    ERIC Educational Resources Information Center

    Kvapil, Charline R.; Schellenberg, Louise S.

    1969-01-01

    A group of citizens in Phoenix, Arizona, in 1968, organized Right to Read, Inc., to combat potential censors. The purpose of the group is "to promote freedom of access to knowledge and to resist interference with that freedom," especially in schools and libraries. The members hope to improve the community climate before issues on censorship arise…

  6. Occupational Exposure Assessment in Carbon Nanotube and Nanofiber Primary and Secondary Manufacturers: Mobile Direct-Reading Sampling

    PubMed Central

    DAHM, MATTHEW M.; EVANS, DOUGLAS E.; SCHUBAUER-BERIGAN, MARY K.; BIRCH, M. EILEEN; DEDDENS, JAMES A.

    2015-01-01

    Research Significance Toxicological evidence suggests the potential for a wide range of health effects from exposure to carbon nanotubes (CNTs) and carbon nanofibers (CNFs). To date, there has been much focus on the use of direct-reading instruments (DRIs) to assess multiple airborne exposure metrics for potential exposures to CNTs and CNFs due to their ease of use and ability to provide instantaneous results. Still, uncertainty exists in the usefulness and interpretation of the data. To address this gap, air-monitoring was conducted at six sites identified as CNT and CNF manufacturers or users and results were compared with filter-based metrics. Methods Particle number, respirable mass, and active surface area concentrations were monitored with a condensation particle counter, a photometer, and a diffusion charger, respectively. The instruments were placed on a mobile cart and used as area monitors in parallel with filter-based elemental carbon (EC) and electron microscopy samples. Repeat samples were collected on consecutive days, when possible, during the same processes. All instruments in this study are portable and routinely used for industrial hygiene sampling. Results Differences were not observed among the various sampled processes compared with concurrent indoor or outdoor background samples while examining the different DRI exposure metrics. Such data were also inconsistent with results for filter-based samples collected concurrently at the same sites [Dahm MM, Evans DE, Schubauer-Berigan MK et al. (2012) Occupational exposure assessment in CNT and nanofiber primary and secondary manufacturers. Ann Occup Hyg; 56: 542–56]. Significant variability was seen between these processes as well as the indoor and outdoor backgrounds. However, no clear pattern emerged linking the DRI results to the EC or the microscopy data (CNT and CNF structure counts). Conclusions Overall, no consistent trends were seen among similar processes at the various sites. The DRI

  7. Assessing Individual Social Capital Capacity: The Development and Validation of a Network Accessibility Scale

    ERIC Educational Resources Information Center

    Hatala, John-Paul

    2009-01-01

    Any organization that is able to promote the importance of increased levels of social capital and individuals who can leverage and use the resources that exist within the network may experience higher levels of performance. This study sought to add to our knowledge about individuals' accessing social resources for the purpose of accomplishing…

  8. The Assessment of Physical and Program Accessibility for Students with Physical (Mobility) Disabilities.

    ERIC Educational Resources Information Center

    Peterson, Deana R.

    A checklist and instructions are presented for evaluating the level of accessibility to school buildings, grounds, curricula, technology, and extracurricular activities for students with physical (mobility) disabilities. Legislative mandates (including The Americans with Disabilities Act of 1990, and Individuals with Disabilities Education Act)…

  9. Trade and Technical. Volume II. Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in auto body repair, auto mechanics, building maintenance and custodial work, diesel mechanics, machinist, small engine…

  10. Do You Hear What I See? Assessing Accessibility of Digital Commons and CONTENTdm

    ERIC Educational Resources Information Center

    Walker, Wendy; Keenan, Teressa

    2015-01-01

    This article discusses the accessibility of two content management systems, Berkeley Electronic Press's Digital Commons and OCLC's CONTENTdm, widely used in libraries to host institutional repository and digital collections content. Based on observations by a visually impaired student who used the JAWS screen reader to view the design and display…

  11. Assessing Police Community Readiness to Work on Youth Access and Possession of Tobacco

    ERIC Educational Resources Information Center

    Kunz, Charlotte B.; Jason, Leonard A.; Adams, Monica; Pokorny, Steven B.

    2009-01-01

    Researchers are only beginning to investigate how to measure a community's readiness to engage in an intervention. In this study, we investigated the readiness of police departments to deal with tobacco policies about youth access to tobacco and youth possession of tobacco. Police officers in 24 towns completed structured interviews designed to…

  12. Access to Higher Education in Colombia: An Assessment of Public Policy and Outcomes

    ERIC Educational Resources Information Center

    Uribe Correa, Lina

    2012-01-01

    This research analyzes a set of national policy initiatives, 2002-2010, regularly referred to as Colombia's "Educational Revolution". Together these policies constitute a Colombian effort to increase access to higher education, an effort in partnership with the World Bank. The dissertation presents findings on policy goals, efforts,…

  13. Higher Education in Kenya: An Assessment of Current Responses to the Imperative of Widening Access

    ERIC Educational Resources Information Center

    Odhiambo, George

    2016-01-01

    Higher education is a key factor in a nation's effort to develop a highly skilled workforce for competing in the global economy. In this paper, current trends in accessibility, equity, participation and financing of higher education in Kenya are examined. The paper explores the challenges which need to be confronted and discusses the way forward…

  14. Equity in health care access to: assessing the urban health insurance reform in China.

    PubMed

    Liu, Gordon G; Zhao, Zhongyun; Cai, Renhua; Yamada, Tetsuji; Yamada, Tadashi

    2002-11-01

    This study evaluates changes in access to health care in response to the pilot experiment of urban health insurance reform in China. The pilot reform began in Zhenjiang and Jiujiang cities in 1994, followed by an expansion to 57 other cities in 1996, and finally to a nationwide campaign in the end of 1998. Specifically, this study examines the pre- and post-reform changes in the likelihood of obtaining various health care services across sub-population groups with different socioeconomic status and health conditions, in an attempt to shed light on the impact of reform on both vertical and horizontal equity measures in health care utilization. Empirical estimates were obtained in an econometric model using data from the annual surveys conducted in Zhenjiang City from 1994 through 1996. The main findings are as follows. Before the insurance reform, the likelihood of obtaining basic care at outpatient setting was much higher for those with higher income, education, and job status at work, indicating a significant measure of horizontal inequity against the lower socioeconomic groups. On the other hand, there was no evidence suggesting vertical inequity against people of chronic disease conditions in access to care at various settings. After the reform, the new insurance plan led to a significant increase in outpatient care utilization by the lower socioeconomic groups, making a great contribution to achieving horizontal equity in access to basic care. The new plan also has maintained the measure of vertical equity in the use of all types of care. Despite reform, people with poor socioeconomic status continue to be disadvantaged in accessing expensive and advanced diagnostic technologies. In conclusion, the reform model has demonstrated promising advantages over pre-reform insurance programs in many aspects, especially in the improvement of equity in access to basic care provided at outpatient settings. It also appears to be more efficient overall in allocating health

  15. 9 CFR 121.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... Administrator or the HHS Secretary following a security risk assessment by the Attorney General. (b) An... approval, each individual must submit the information necessary to conduct a security risk assessment to the Attorney General. (e) An individual's security risk assessment may be expedited upon...

  16. 42 CFR 73.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Administrator, following a security risk assessment by the Attorney General. (b) An individual will be deemed to... individual must submit the information necessary to conduct a security risk assessment to the Attorney General. (e) An individual's security risk assessment may be expedited upon written request by...

  17. 42 CFR 73.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Administrator, following a security risk assessment by the Attorney General. (b) An individual will be deemed to... individual must submit the information necessary to conduct a security risk assessment to the Attorney General. (e) An individual's security risk assessment may be expedited upon written request by...

  18. 42 CFR 73.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Administrator, following a security risk assessment by the Attorney General. (b) An individual will be deemed to... individual must submit the information necessary to conduct a security risk assessment to the Attorney General. (e) An individual's security risk assessment may be expedited upon written request by...

  19. 9 CFR 121.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... Administrator or the HHS Secretary following a security risk assessment by the Attorney General. (b) An... approval, each individual must submit the information necessary to conduct a security risk assessment to... for a specified period of time. (f) An individual's security risk assessment may be expedited...

  20. 7 CFR 331.10 - Restricting access to select agents and toxins; security risk assessments.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... individual is approved by the Administrator or the HHS Secretary following a security risk assessment by the... risk assessment to the Attorney General. (e) A person with valid approval from the HHS Secretary or... individual or entity for a specified period of time. (f) An individual's security risk assessment may...