The Connecticut Mastery Tests: an Analytic Response to Holistic Measures of Reading and Writing PDF Download
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Author: Mary Susan Mulligan
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
Fourth grade performance on the Connecticut Mastery Tests (CMT) was investigated by examining the performance of 75 students on CMT practice tests of reading and writing, a second test of reading comprehension, decoding, listening comprehension, spelling, and ideation at the end of their third grade year. Decoding and listening comprehension were found to account for 50% of the variance in Degrees of Reading Power (DRP) scores, and spelling and ideation to account for 30% of the variance in writing scores. Spelling was also found to predict reading comprehension, as measured by the DRP and the Gates-MacGinitie Reading Tests (GMRT), and DRP and GMRT scores were found to be highly correlated ( r = .81). Results support the claim that holistic measures of reading and writing conceal different sources of variation that can only be assessed by analytic measures.
Author: Mary Susan Mulligan
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
Fourth grade performance on the Connecticut Mastery Tests (CMT) was investigated by examining the performance of 75 students on CMT practice tests of reading and writing, a second test of reading comprehension, decoding, listening comprehension, spelling, and ideation at the end of their third grade year. Decoding and listening comprehension were found to account for 50% of the variance in Degrees of Reading Power (DRP) scores, and spelling and ideation to account for 30% of the variance in writing scores. Spelling was also found to predict reading comprehension, as measured by the DRP and the Gates-MacGinitie Reading Tests (GMRT), and DRP and GMRT scores were found to be highly correlated ( r = .81). Results support the claim that holistic measures of reading and writing conceal different sources of variation that can only be assessed by analytic measures.
Author: Rui A. Alves
Publisher: Springer Nature
ISBN: 3030388115
Category : Education
Languages : en
Pages : 319
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Book Description
This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 468
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
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Author:
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ISBN:
Category : Public schools
Languages : en
Pages : 396
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1072
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309216737
Category : Education
Languages : en
Pages : 240
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Book Description
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Author:
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 104
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