Integrated Multilevel Model for Branching Assessment, Instructional Assessment, and Profile Assessment

Berninger, Virginia W.; Alper, Ted; Dunn, Alnita

doi:10.1016/b978-012564931-5/50006-2

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…The child had 5 min to review the notes and translate them into a written report based on the written notes written earlier in the session. Although children would spend more time both taking notes and writing reports in classrooms, programmatic research over the past 2 decades has shown that short reading-writing activities administered individually in the testing session are revealing individual differences in the neuropsychological processes contributing to the reading and writing behaviors (e.g., Berninger, Dunn, & Alper, 2004;Berninger & O'Donnell, 2004).…”

Section: Methodsmentioning

confidence: 99%

Executive Functions in Becoming Writing Readers and Reading Writers: Note Taking and Report Writing in Third and Fifth Graders

Altemeier

Jones²,

Abbott³

et al. 2006

Developmental Neuropsychology

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126

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Results are reported for a study of 2 separate processes of report writing-taking notes while reading source material and composing a report from those notes-and related individual differences in executive functions involved in integrating reading and writing during these writing activities. Third graders (n = 122) and 5th graders (n = 106; overall, 127 girls and 114 boys) completed two reading-writing tasks-read paragraph (mock science text)-write notes and use notes to generate written report, a reading comprehension test, a written expression test, four tests of executive functions (inhibition, verbal fluency, planning, switching attention), and a working memory test. For the read-take notes task, the same combination of variables was best (explained the most variance and each variable added unique variance) for 3rd graders and 5th graders: Wechsler Individual Achievement Test-Second Edition (WIAT-II) Reading Comprehension, Process Assessment of the Learner Test for Reading and Writing (PAL) Copy Task B, WIAT-II Written Expression, and Delis-Kaplan Executive Function System (D-KEFS) Inhibition. For the use notes to write report task, the best combinations of variables depended on grade level: For 3rd graders, WIAT-II Reading Comprehension, WIAT-II Written Expression, D-KEFS Verbal Fluency, and Tower of Hanoi; for 5th graders, WIAT-II Reading Comprehension, D-KEFS Verbal Fluency, WIAT-II Written Expression, and PAL Alphabet Task. These results add to prior research findings that executive functions contribute to the writing development of elementary-grade students and additionally support the hypothesis that executive functions play a role in developing reading-writing connections.

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Section: Methodsmentioning

confidence: 99%

Executive Functions in Becoming Writing Readers and Reading Writers: Note Taking and Report Writing in Third and Fifth Graders

Altemeier

Jones²,

Abbott³

et al. 2006

Developmental Neuropsychology

Self Cite

126

View full text Add to dashboard Cite

show abstract

“…Our response to intervention studies (e.g., Abbott, Reed, Abbott, & Berninger, 1997) showed that almost all students responded to instruction-but they differed in the pattern of response-the specific outcome measures on which they showed improvement. Thus, some children given intervention may still benefit from comprehensive, multimodal, multidisciplinary diagnostic assessment to understand their unique profiles before and after instruction (Berninger, Dunn, & Alper, 2004).…”

Section: Reauthorization Of Idea 2004mentioning

confidence: 99%

Research‐supported ideas for implementing reauthorized IDEA with intelligent professional psychological services

Berninger

2006

Psychology in the Schools

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The recent reauthorization of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) is first discussed in its historical context. Then, a programmatic line of research (funded by the National Institute of Child Health and Human Development since 1989) is described that is relevant to a proposed model for universal screening, providing instruction for grade‐appropriate target reading or writing skills for at‐risk students, monitoring student response to instruction, and diagnosing when necessary. It is recommended that the reauthorization of IDEA include the following in services for students with specific learning disabilities: Cognitive, Achievement, and Process Assessment (CAP), Implementation of Scientifically Supported Instruction (SSI), Response to Intervention (RTI), and Differential Diagnosis for Teaching (D2T). State legal code for the reauthorization of IDEA should allow school psychologists flexibility to practice their craft according to current scientific knowledge, professional standards, and best practices of their profession, coupled with Caring, Connecting, and Communicating (C3), so that students with specific learning disabilities and other developmental disabilities are well served. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 781–796, 2006.

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Intelligent Testing: Bridging the Gap between Classical and Romantic Science in Assessment

Fletcher-Janzen¹

2009

Intelligent Testing

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Integrated Multilevel Model for Branching Assessment, Instructional Assessment, and Profile Assessment

Cited by 3 publications

References 24 publications

Executive Functions in Becoming Writing Readers and Reading Writers: Note Taking and Report Writing in Third and Fifth Graders

Executive Functions in Becoming Writing Readers and Reading Writers: Note Taking and Report Writing in Third and Fifth Graders

Research‐supported ideas for implementing reauthorized IDEA with intelligent professional psychological services

Intelligent Testing: Bridging the Gap between Classical and Romantic Science in Assessment

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