Intervention-Aligned Assessment

Phillips, Beth M.; Tabulda, Galiya; Ingrole, Smriti A.; Burris, Pam Webb; Wiley, Deanne; Chen, Shiyi

doi:10.1037/t62670-000

Cited by 1 publication

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“…Pre- and post-assessments now included both our two grade-specific proximal assessments and near-transfer standardized syntax measures (e.g., Sentence Structure from the CELF-4 or CELFP2), plus more distal listening comprehension, vocabulary, and for first grade, reading comprehension measures. Results indicated trends or (in two of three grades) significant findings on proximal syntax and listening comprehension measures in all grades, and favorable trends for standardized syntax or listening comprehension measures in two of three grades (Phillips et al 2014). Overall, results suggest that students receiving LIM make gains in the specific syntactic skills targeted for instruction, and, particularly for the younger grade levels, on more distal language skills.…”

Section: Language In Motionmentioning

confidence: 89%

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade

et al. 2014

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This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.

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Section: Language In Motionmentioning

confidence: 89%