Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies

Students with learning disabilities struggle with basic comprehension skills across all content areas. By pairing comprehension strategies with content instruction, secondary content area teachers can strengthen students’ reading skills and content knowledge. This article provides an overview of two comprehension strategies, anticipation guides and double entry journals, that align with research-based recommendations in adolescent literacy and that can be employed across the primary content areas (i.e., English language arts, social/global studies, mathematics, and science)

A not-so-simple view of adolescent writing

According to the Simple View of Writing, four primary skills are necessary for successful writing (Berninger & Amtmann, 2003; Berninger & Winn, 2006). Transcription skills (e.g., handwriting, spelling) represent lower-order cognitive tasks, whereas text generation skills (e.g., ideation, translation) represent higher-order writing/cognitive abilities. Self-regulatory executive functions include the attentional and regulatory abilities that help manage the writing process, and working memory represents the cognitive complexity of the writing process. Exploratory factor analysis was used to explore the relations amongst the components of the Simple View of Writing. A one-way ANOVA tested for differences between struggling and non-struggling writers on the observed variables. Results revealed a two-factor model, suggesting writing is more multidimensional. Statistically significant differences were observed between struggling and non-struggling writers on all measures except the Behavior Rating Inventory of Executive Function – Self-Report and the Graphic Speed task of the Detailed Assessment of Speed of Handwriting

Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs

A small proportion of students do not benefit sufficiently from standard intervention protocols and require more intensive, individualized instruction. Data-based instruction (DBI) has a strong evidence base for addressing students’ intensive academic needs, yet it is not widely implemented. In this study, we explored the usability and feasibility of a professional development system to support teachers’ use of DBI in writing. Data analyzed using a mixed-methods design revealed that teachers perceived supports such as coaching as facilitators of DBI implementation, whereas access to materials and external factors such as time conflicts presented challenges. Teachers made statistically significant growth from pretest to posttest on a measure of DBI knowledge and skills, implemented DBI components with fidelity, and reported that time spent on DBI activities decreased each week, supporting its usability and feasibility. Findings suggest that DBI is usable and feasible when teachers are provided ongoing professional development supports

Chapter 4: Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions

Curriculum-based measurement (CBM) has enjoyed a long history of success and study as a practice for data-based decision-making (Deno, 2003). Originally developed and studied at the University of Minnesota in the mid-1970s (see Shinn, 2012 or Tindal, 2013 for a detailed history), Stan Deno and his colleagues developed CBM measures and the problem-solving process as part of one of the Institutes for Research on Learning Disabilities (IRLDs), centers funded by the Office of Special Education Programs that addressed significant issues for students with learning dis- abilities. With Deno’s interests in applied behavior analysis, it seemed logical to apply methodologies such as collecting baseline data, setting goals for students, and collecting and graphing ongoing data and then using them to make educational decisions, as a student’s data is compared to a goal. As part of work in the IRLD, that is exactly what Deno and colleagues did, developing a system of technically adequate (i.e., reliable and valid) assessments that could be administered quickly and efficiently up to three times per week. These data would be graphed on an ongoing basis and compared with a goal set for a student. If data fell below the student’s goal for a specified number of points, a curricular change or instructional tweak would be instituted. All of these components were couched in a problem-solving process so that teachers and teams could utilize on a frequent basis to help make better decisions about student learning. As you will note already, the CBM process or model is not just the measures themselves, but the use of those measures in a more comprehensive, problem-solving process. In this chapter the use of CBM, and specifically CBMs as measures of fluency, is discussed in depth. The theoretical support for measures of fluency is discussed along with more detailed research that supports the use of CBM, basic components of the process, and using CBM data to make screening decisions across a variety of academic subjects

An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing

This manuscript describes two empirical studies of alternative scoring procedures used with curriculum-based measurement in writing (CBM-W). Study 1 explored the technical adequacy of a trait-based rubric in first grade. Study 2 explored the technical adequacy of a trait-based rubric, production-dependent, and production-independent scores in third grade. Results of Study 1 suggest that the rubric holds promise as a valid measure of sentence writing ability in first grade and has utility as a supplemental scoring procedure when using CBM-W as a screening tool. Results of Study 2 show that correct word sequences maintained the highest correlation coefficients across time with the trait-based rubric, but the other scoring procedures might offer promise as reliable alternative scoring methods. However, high internal correlations among the text features of the rubric along with highly variable interrater reliability suggest that caution must be taken in interpreting results

Scoring measures of word dictation curriculum-based measurement in writing: Effects of incremental administration

Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This study examined the extent to which word dictation CBM-W administered during the Fall, Winter, and Spring of an academic year maintained technical adequacy across 1-min time intervals in grades 1–3. Results revealed moderate predictive and concurrent validity estimates with the Spelling subtest of the Weschler Individual Achievement Test-III. Statistically significant differences existed between and within grade levels across each minute of administration and across Fall, Winter, and Spring time points for all scoring procedures

Using Data-Based Instruction to Support Struggling Elementary Writers

Writing is a critical academic and life skill, but many school-age children struggle with the complexity of written expression. Given the importance of writing, there is a clear need for a systematic approach to identifying and supporting struggling writers, including writers with learning and emotional disabilities. One such approach is known as data-based instruction (DBI). This article presents an overview of DBI and guidance on how educators can use the DBI steps with assessment data to inform their classroom writing instruction. Additional resources are shared to support teachers in using DBI with their struggling writers and writers with learning and emotional disabilities

Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing

Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show growth over time, stability, diagnostic accuracy, and utility for instructional decision making

Evidence for enhanced convection of North Pacific Intermediate Water to the low-latitude Pacific under glacial conditions

We provide high-resolution foraminiferal stable carbon isotope (δ13C) records from the subarctic Pacific and Eastern Equatorial Pacific (EEP) to investigate circulation dynamics between the extra-tropical and tropical North Pacific during the past 60 kyr. We measured the δ13C composition of the epibenthic foraminiferal species Cibicides lobatulus from a shallow sediment core recovered from the western Bering Sea (SO201-2-101KL; 58°52.52’N, 170°41.45’E; 630 m water depth) to reconstruct past ventilation changes close to the source region of Glacial North Pacific Intermediate Water (GNPIW). Information regarding glacial changes in the δ13C of sub-thermocline water masses in the EEP is derived from the deep-dwelling planktonic foraminifera Globorotaloides hexagonus at ODP Site 1240 (00°01.31’N, 82°27.76’W; 2921 m water depth). Apparent similarities in the long-term evolution of δ13C between GNPIW, intermediate waters in the eastern tropical North Pacific and sub-thermocline water masses in the EEP suggest the expansion of relatively 13C-depleted, nutrient-enriched, and northern-sourced intermediate waters to the equatorial Pacific under glacial conditions. Further, it appears that additional influence of GNPIW to the tropical Pacific is consistent with changes in nutrient distribution and biological productivity in surface-waters of the glacial EEP. Our findings highlight potential links between North Pacific mid-depth circulation changes, nutrient cycling, and biological productivity in the equatorial Pacific under glacial boundary conditions

Getting More From Your Maze: Examining Differences in Distractors

The present study examined the technical adequacy of maze-selection tasks constructed in 2 different ways: typical versus novel. We selected distractors for each measure systematically based on rules related to the content of the passage and the part of speech of the correct choice. Participants included 262 middle school students who were randomly assigned to 1 of the 2 maze formats. Scoring of the maze included both correct and correct-minus-incorrect scores. Students completed 3 criterion-reading tests: the Scholastic Reading Inventory, the AIMSweb R-Maze, and a high-stakes state assessment (the Missouri Assessment Program). Alternate-forms reliability was similar across maze formats; however, with regard to scoring procedure, reliability coefficients were consistently higher for correct than for correct-minus-incorrect scores. Validity coefficients were also similar across format with 1 exception: The coefficients for typical maze scores were stronger when compared with the Missouri Assessment Program scores than the coefficients for novel maze scores