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1. Curriculum-Based Measurement for Mathematics at the High School Level: What We Do Not Know...What We Need to Know (EJ805430)
Author(s):
Calhoon, Mary Beth
Source:
Assessment for Effective Intervention, v33 n4 p234-239 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Curriculum Based Assessment; Grades (Scholastic); Mathematics; Secondary School Mathematics; High Schools; Evaluation Methods; Student Evaluation; Research Needs; Disabilities; Inclusive Schools; Self Contained Classrooms; General Education
Abstract: The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliability, and utility of CBM as an assessment measure in mathematics at the elementary level. Encouragingly, a few CBM mathematics studies are beginning to emerge at the early (preschool through 1st grades) and middle school levels (6th through 8th grades); however, only one study exists on the use of CBM as an assessment tool for secondary-level mathematics courses. First, the author discusses the current mathematics predicament of secondary students with and without disabilities and their teachers. She then, within the different educational settings (general education, inclusion, resource, self-contained) available at the secondary level, discusses the types of CBM research (technical adequacy, instructional utility) needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms (EJ786238)
Calhoon, Mary Beth; Al Otaiba, Stephanie; Cihak, David; King, Amber; Avalos, Annalise
Learning Disability Quarterly, v30 n3 p169-184 Sum 2007
2007-00-00
Journal Articles; Reports - Evaluative
Descriptors: Intervention; Reading Fluency; Reading Skills; Reading Programs; Reading Achievement; Learning Strategies; Effect Size; Emergent Literacy; Peer Teaching; Hispanic American Students; English (Second Language); Grade 1; Comparative Analysis; Immersion Programs; Bilingualism; White Students; Spanish Speaking; Program Effectiveness
Abstract: The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders (N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Computational Fluency Performance Profile of High School Students with Mathematics Disabilities (EJ775542)
Calhoon, Mary Beth; Emerson, Robert Wall; Flores, Margaret; Houchins, David E.
Remedial and Special Education, v28 n5 p292-303 Sep-Oct 2007
Journal Articles; Reports - Research
Descriptors: High Schools; Profiles; Computation; High School Students; Learning Disabilities; Mathematics Skills; Mathematics Tests; Subtraction; Teaching Methods; Mathematics Instruction; Elementary Secondary Education
Abstract: The purpose of this descriptive study was to develop a computational fluency performance profile of 224 high school (Grades 9-12) students with mathematics disabilities (MD). Computational fluency performance was examined by grade-level expectancy (Grades 2-6) and skill area (whole numbers: addition, subtraction, multiplication, division; rational numbers: fractions, decimals) using the "Mathematics Operations Test-Revised" (MOT-R). The findings indicated that these high school students with MD were fluent only in computational skills at the second- and third-grade levels. Computational fluency was found with most whole number basic facts in addition, subtraction, multiplication, and division. Lack of computational fluency was demonstrated on many items dealing with subtraction of multiple digits or items requiring regrouping, most multiplication and division items, and rational number items involving fractions and decimals. The results are discussed in regard to instructional programs and curriculum organization for high school students with MD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Reading Fluency Instruction with Students Who Have Physical Disabilities (EJ795386)
Heller, Kathryn Wolff; Rupert, Jenny Hayes; Coleman-Martin, Mari Beth; Mezei, Peter J.; Calhoon, Mary Beth
Physical Disabilities: Education and Related Services, v25 n2 p13-32 Spr 2007
Descriptors: Reading Fluency; Reading Skills; Special Needs Students; Case Studies; Error Correction; Reading Aloud to Others; Physical Disabilities; Cerebral Palsy; Congenital Impairments; Reading Instruction; Reading Strategies; Teaching Methods
Abstract: Although fluency instruction is an essential part of teaching reading, there is limited information on providing this type of instruction with students who have physical disabilities. This article examines three case studies across two students, one with cerebral palsy and the other with both arthrogryposis and spina bifida. In the first study, the use of repeated readings with error correction was found to increase oral reading fluency. In the second study, the use of unison reading with error correction increased reading fluency across practiced and unpracticed passages. The third study used an alternating treatment design to compare the two types of fluency instruction, with unison reading appearing to more effective. Teachers are encouraged to implement fluency instruction with their students with physical disabilities, although further studies are needed. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Improving Reading Skills in Predominantly Hispanic Title 1 First-Grade Classrooms: The Promise of Peer-Assisted Learning Strategies (EJ746741)
Calhoon, Mary Beth; Al Otaiba, Stephanie; Greenberg, Daphne; King, Amber; Avalos, Annalise
Learning Disabilities Research & Practice, v21 n4 p261-272 Nov 2006
2006-11-00
Descriptors: Reading Skills; Hispanic American Students; Grade 1; Learning Strategies; Peer Teaching; Tutoring; Reading Programs; Reading Fluency; Emergent Literacy; Intervention; Ethnic Groups; Questionnaires; Teacher Attitudes; Student Attitudes
Abstract: The purpose of this study was to examine the efficacy of a supplemental peer-tutoring reading program on phonological and reading fluency skills of first graders (N=78) who were in predominantly Hispanic Title 1 classrooms. Sixty-eight percent of the students were Hispanic, all were English speaking. Six classrooms were randomly assigned to either the peer-assisted learning strategies (PALS) program or a control condition. PALS students participated in a peer-mediated early literacy intervention three times a week for 20 weeks for a total of 30 hours. Reading fluency measures taken at fall, winter, and spring showed statistically significant differences favoring PALS on phoneme segmentation and nonsense word fluency. Additionally, results analyzed by ethnic subgroups (Hispanic and non-Hispanic) revealed a differential pattern of response to PALS intervention. Social validity questionnaires reported that teachers and students viewed PALS in a positive light. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Effects of Comprehensive School Reform Models in Reading for Urban Middle School Students with Disabilities (EJ758870)
Shippen, Margaret E.; Houchins, David E.; Calhoon, Mary Beth; Furlow, Carolyn F.; Sartor, Donya L.
Remedial and Special Education, v27 n6 p322-328 Nov-Dec 2006
2006-00-00
Descriptors: Educational Change; Middle School Students; Disabilities; Urban Schools; Federal Legislation; Reading Instruction; Reading Programs; Models; Low Achievement; Reading Skills; Public Education; Comparative Analysis; Instructional Effectiveness
Abstract: The No Child Left Behind Act (NCLB) has mandated sweeping accountability in public education. Low-performing urban schools find themselves in the crossfire of political and educational divergence. Comprehensive school reform (CSR) models predate NCLB, but the impact of their implementation has been even more pronounced since the passage of NCLB. With adequate yearly progress as the national measure of school achievement, the lowest performing students in the lowest performing schools have turned out to be the most critical group to support. We compared the effects of two CSR models ("Success for All" and "Direct Instruction") in reading for urban middle school students with disabilities who were performing 2 or more years below grade level in reading. The results indicated that students with disabilities showed little or no reading skill gain from either comprehensive school reform model and remained markedly behind. Improving the skills of the lowest performing students in a timely manner appears to continue to be education's greatest challenge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Effects of a Peer-Mediated Phonological Skill and Reading Comprehension Program on Reading Skill Acquisition for Middle School Students with Reading Disabilities (EJ722272)
Journal of Learning Disabilities, v38 n5 p424-433 Sep-Oct 2005
2005-00-00
Descriptors: Peer Teaching; Tutoring; Middle School Students; Learning Disabilities; Reading Difficulties; Remedial Reading; Reading Programs; Reading Skills; Reading Comprehension; Word Recognition; Reading Fluency
Abstract: The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, "Linguistics Skills Training" (LST), and a peer-mediated reading comprehension program, "Peer Assisted Learning Strategies" (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the "Woodcock-Johnson Test of Achievement-III." Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities. (EJ673059)
Calhoon, Mary Beth; Fuchs, Lynn S.
Remedial and Special Education, v24 n4 p235-45 Jul-Aug 2003
2003-00-00
N/A
Descriptors: Computation; Curriculum Based Assessment; Disabilities; Instructional Effectiveness; Learning Strategies; Mathematical Applications; Mathematical Concepts; Mathematics Instruction; Peer Teaching; Secondary Education
Abstract: A study examined effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of 92 secondary students with disabilities. PALS/CBM was implemented twice weekly and CBM weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than controls, but not concepts/application math skills. (Contains references.) (Author/CR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Effects of Computer-based Test Accommodations on Mathematics Performance Assessments for Secondary Students with Learning Disabilities. (EJ617910)
Calhoon, Mary Beth; Fuchs, Lynn S.; Hamlett, Carol L.
Learning Disability Quarterly, v23 n4 p271-82 Fall 2000
2000-00-00
Descriptors: Academic Accommodations (Disabilities); Computer Assisted Testing; Computer Uses in Education; Learning Disabilities; Mathematics Tests; Performance Factors; Reading Aloud to Others; Secondary Education; Student Evaluation; Testing
Abstract: Over four weeks, 81 secondary students with learning disabilities were tested on four parallel mathematics performance assessments, each under a different condition: standard administration, teacher-read, computer-read, and computer-read with video. Results indicated that providing a reader, either human or computer, increased scores on mathematics assessments. (Contains references.) (Author/CR)
10. Effects of Workgroup Structure and Size on Student Productivity during Collaborative Work on Complex Tasks. (EJ599882)
Fuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah A.; Karns, Kathy; Calhoon, Mary Beth; Hamlett, Carol L.; Hewlitt, Sally E.
Elementary School Journal, v100 n3 p183-212 Jan 2000
Descriptors: Cooperative Learning; Elementary Education; Elementary School Students; Group Activities; Group Behavior; Group Dynamics; Group Structure; Grouping (Instructional Purposes); Productivity
Abstract: Examined effects of workgroup size and structure during collaborative work on complex tasks. Found that dyads produced greater collaboration for low-achievers, whereas small groups generated more cognitive conflict among other students. Productivity did not differ as a function of background structure. Findings posed implications for optimizing grouping arrangements and preparing students to work productively during collaborative activities. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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