Дисертації з теми "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)"
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DeGrazia, Nicholas J. "Measuring Rates of Reading Growth Associated with Gender Using Dynamic Indicators of Basic Early Literacy Skills." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1375205551.
Повний текст джерелаFahrenbruck, Mary LeAnn. "Second Grade Students` Reading Performances on Miscue Analysis and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195747.
Повний текст джерелаGaunt, Brian T. "Qualitative analysis of teacher perceptions and use of the dynamic indicators of basic early literacy skills (DIBELS) within a district-wide Reading First program." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002519.
Повний текст джерелаGillespie, Debra Joyce. "Exploring Consistency in Dynamic Indicators of Basic Early Literacy Skills Next Oral Reading Fluency Passages for Educational Decision Making." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1341238819.
Повний текст джерелаRowell, Polly Shuman. "The relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) and the Alaska Standards Based Assessment (SBA) for Proficiency in Reading." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Повний текст джерелаFord, Linda Adkins. "The relationship of dynamic indicators of basic early literacy skills (DIBELS), oral reading fluency and the Terra Nova 2nd ed. performance on Ohio Grade 3, reading achievement assessment /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=890.
Повний текст джерелаHILL, KIMBERLY MOORE. "IMPROVING FIRST GRADE READING OUTCOMES: AN ANALYSIS OF A SCHOOL DISTRICT READING ACCOUNTABILITY SYSTEM." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1085160195.
Повний текст джерелаLaugle, Kelly M. "Measuring the alphabetic principle: Mapping behaviors onto theory." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10331.
Повний текст джерелаResearch suggests that development of the alphabetic principle is a critical factor in learning to recognize words and becoming a successful reader. The alphabetic principle encompasses both the understanding that relationships exist between letters and sounds and the application of these relationships to reading words. This study investigated the degree to which different measures of the alphabetic principle were predictive of later reading development. These measures were examined in the context of Ehri's phase theory of sight word development to investigate how different behaviors associated with the alphabetic principle fit within a developmental framework. Two cohorts of students (109 kindergarteners, 212 first graders) participated in this study from spring of 2007 until late fall of 2008 (58 second graders, 121 third graders). The predictive powers of single and combined measures of the alphabetic principle were analyzed using sequential regression. Results indicated that each measure explained significant between-student variation in performance on measures of word reading fluency, oral reading fluency (ORF), vocabulary, and reading comprehension. A measure of letter-sounds embedded in nonsense words appeared to have more utility for the prediction of reading outcomes than a measure of letter-sounds presented in isolation. Additionally, including a measure of nonsense words with a measure of letter-sounds embedded in nonsense words increased the predictive power of the model over and above the predictive power of letter sounds alone. Growth on ORF served as an additional criterion for the purpose of investigating the methodology of measuring growth. Two conceptualizations of growth were explored: raw score change over time and individual rates of growth over time (slope). Correlations and sequential regression were used to evaluate the relationship between raw score change and measures of the alphabetic principle. Hierarchical Linear Modeling (HLM) was used to model individual slopes on Lexile measures of ORF (LORF). In general, raw score change appeared largely unrelated to measures of the alphabetic principle. HLM analyses revealed that individual differences in slope on LORF were minimal and not very reliable, making the prediction of these differences difficult. Recommendations for future research and implications for practice are discussed.
Committee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Kenneth Merrell, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Jean Stockard, Outside Member, Planning Public Policy and Management
Hansen, Carolyn M. "The Effects of Self-Graphing Oral Reading Fluency in Tier 2 Response-to-Intervention." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1414795258.
Повний текст джерелаSnyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.
Повний текст джерелаSloan, Rachael. "Using the Dynamic Indicators of Basic Early Literacy Skills to Identify Students At-Risk for Reading Difficulties." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/481.
Повний текст джерелаBents, Fafani M. "Concurrent validity of the Group Reading Assessment and Diagnostic Evaluation and Dynamic Indicators of Basic Early LIteracy Skills." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007bentsf.pdf.
Повний текст джерелаPeyton, Kari C. "Measuring the predictive power of dynamic indicators of basic early literacy skills across grade levels for English language learners." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009peytonk.pdf.
Повний текст джерелаCoyne-Martinson, Patricia Anne. "Assessing the prereading language development of kindergarten students : the reliability, validity, and sensitivity of Basic Language Assessment Story tasks as dynamic indicators of basic early literacy skills /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9947974.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 120-126). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947974.
Adderley, Zhivago Trevino. "Predicting Academic Outcomes for Third Grade Students: Examining the Reading Achievement of Diverse Students Using the Diagnostic Lens of the Dynamic Indicators of Basic Early Literacy Skills." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4624.
Повний текст джерелаStevens, Meighan Noelle. "Comparing Two Individually Administered Reading Assessments for Predicting Outcomes on SAGE Reading." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6697.
Повний текст джерела(14009902), Susan A. Galletly. "An exploration of rapid-use reading-accuracy tests in an Australian context." Thesis, 2008. https://figshare.com/articles/thesis/An_exploration_of_rapid-use_reading-accuracy_tests_in_an_Australian_context/21397605.
Повний текст джерелаWhen compared to western countries such as the USA, Australia has made relatively little use of reading-accuracy tests at the school level. This is despite there being readily available rapid-use reading-accuracy tests such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Good & Kaminski, 2002a), and the Test of Word Reading Efficiency (TOWRE, Torgesen, Wagner, & Rashotte, 1999).
Current developments such as the publication of the report of the National Inquiry into the Teaching of Literacy (NITL) have given impetus to addressing this issue. This investigation explores the use of both the DIBELS and TOWRE tests to establish their usefulness in Australian school settings for the following purposes:
- Providing reliable achievement data for monitoring reading-accuracy achievement at school level.
- Providing useful qualitative diagnostic data.
- Building school and teacher understanding of reading-accuracy development, assessment and instruction.
- Building school and teacher effectiveness in instructional decision-making from test-data, to improve reading-accuracy instruction and achievement.
The results from the investigation indicate that both DIBELS and TOWRE tests are suitable for the above stated purposes. The results intimate a need to establish norms for Australian use of the tests, and value in developing specific additional tests.
Based on the findings of this research, a number of recommendations have been made towards Australian use of DIBELS and TOWRE tests. A model of reading-accuracy development is also presented for use in Australian reading instruction.
Ryan, Amanda L. "Diagnostic accuracy of the Dynamic Indicators of Basic Early Literacy Skills in the prediction of first-grade oral reading fluency." 2004. https://scholarworks.umass.edu/dissertations/AAI3136775.
Повний текст джерелаCrowder, William Clay. "An examination of the reliability and validity of dynamic indicators of basic skills in early literacy administered in kindergarten." 2005. http://purl.galileo.usg.edu/uga%5Fetd/crowder%5Fwilliam%5Fc%5F200508%5Fphd.
Повний текст джерелаWynne, Maria Frances. "Comparison of the dynamic indicators of basic early literacy skills to the comprehensive test of phonological processing and implications for construct validity." 2007. http://purl.galileo.usg.edu/uga%5Fetd/wynne%5Fmaria%5Ff%5F200708%5Fphd.
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