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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 04 April 2020

How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty

How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty

Chapter:
(p.113) 9 How Progress Monitoring Research Contributed to Early Intervention for and Prevention of Reading Difficulty
Source:
A Measure of Success
Author(s):

Roland H. Good

Ruth A. Kaminski

Hank Fien

Kelly A. Powell-Smith

Kelli D. Cummings

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0010

This chapter focuses on three key principles of General Outcome Measurement and data-based decision making that have guided and provided energy for much of the work in early literacy: targeting assessment on indicators of basic skills; focusing on student outcomes; and combining assessment with targeted interventions in a data-based decision making model for the prevention of reading difficulty. It uses a recent analysis of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Nonsense Word Fluency (NWF) data from the DIBELS Data System to illustrate the application of these principles to early literacy and to highlight the importance of formative assessment for the prevention of reading difficulties.

Keywords:   General Outcome Measurement, data-based decision making, Dynamic Indicators of Basic Early Literacy Skills, early literacy

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