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Essay / Research Paper Abstract
This 4 page paper provides an overview of an article by Fuchs, Fuchs and Compton (2004) entitled: Monitoring Early Reading Development in First Grade. Bibliography lists 1 source.
Page Count:
4 pages (~225 words per page)
File: MH11_MHAssRea.rtf
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Unformatted sample text from the term paper:
article relates a comparative study of two different assessment tools that are based in an early reading curriculum, one that measures word identification fluency and one that measures nonsense word
fluency. The purpose of this study is to determine the value of curriculum-based assessment tools, in particular the measure of word identification, in improving reading programming in elementary education.
This study begins by outlining existing research into the area of reading assessment, including tools for vocabulary assessment that are used in elementary classroom settings. The initial
argument presented by the researchers is that curriculum-based assessments are valuable for educators and can shape educational process by gauging student performance at different points in the educational process.
Curriculum-based measures (CBMs) are the most commonly used and studied assessments in the modern educational setting and have been used to inform curriculum, shape educational process and identify individual students
for special education services. The authors outline two basic elements of CBM that make this assessment different from other standard classroom assessment tools. CBM is standardized across a
large population, creating a means of comparing fluency task performance through a measurement that is both reliable and valid (Fuchs, Fuchs and Compton, 2004). Second, the authors contend that
CBM integrates a long-term component that is supported by the content of the testing mechanism and its repeated use. The creation of a progressive view of performance enhances the
utility of the testing measure in assessing performance relative to the curriculum. Long-term consistency in the testing process is central to the view of CBMs value (Fuchs, Fuchs and
Compton, 2004). Significance for a Teacher The use of CBM for teachers is significant because it can improve the function of classroom applications of curricular elements and
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