Browsing by Author "Edwards, Lynn"
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Item Characteristics of States' Alternate Assessments Based on Modified Academic Achievement Standards in 2010-2011 (NCEO Synthesis Report)(University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2011-09) Thurlow, Martha; Lazarus, Sheryl; Hodgson, Jennifer; Edwards, LynnItem Investigating Why Phrase Drill Works: The Effects of Modeling and Sentence Repetition on Student Oral Reading Fluency Skills(2016-06) Edwards, LynnThe purpose of the current study was to use a conceptual model to identify possible causal mechanisms at play in the phrase drill (PD) intervention. The study was carried out by isolating and investigating modeling and sentence repetition, which are two specific instructional components that are typically used in PD, by creating instructional variations of PD that separated the two components into two levels (low and high conditions). The study used a two-by-two factorial, between-subjects experimental design with a control condition. Participants were 111 second grade students attending elementary school in the upper Midwestern United States. The participants were identified as being below benchmark on a grade level curriculum-based measure in reading. Participants were randomly assigned to one of the four PD intervention conditions or the control condition. Each participant received one session of one of the intervention conditions or the control. Participants were assessed using a reading fluency measure looking at both accuracy and reading rate. Results indicated modeling functions as a potential causal mechanism of the PD intervention but sentence repetition does not function as a causal mechanism. Secondly, the results provide evidence for the effectiveness of the PD intervention in increasing struggling second grade readers’ ability read words accurately in connected text. Third, the results lend preliminary support for using the instructional hierarchy conceptual model to identify causal mechanisms of reading interventions specifically in the area of the acquisition stage of the hierarchy. The results of the study were contextualized within theory and previous research. Implications for practice, directions for future research, and limitations of the study were also addressed.Item States' Flexibility Plans for Phasing Out the Alternate Assessment Based on Modified Academic Achievement Standards (AA-MAS) by 2014-15 (NCEO Synthesis Report)(University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2013-03) Edwards, Lynn; Thurlow, Martha; Lazarus, SherylItem States' Flexibility Waiver Plans for Alternate Assessments Based on Alternate Achievement Standards (AA-AAS) (NCEO Synthesis Report)(University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2014-11) Hodgson, Jennifer; Thurlow, Martha; Edwards, Lynn; Lazarus, SherylItem States' Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2010 (NCEO Synthesis Report)(University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2010-05) Thurlow, Martha; Edwards, Lynn; Hodgson, Jennifer; Lazarus, SherylItem Test Administrators' Perspectives on the Use of the Read Aloud Accommodation in Math on State Tests for Accountability (NCEO Technical Report)(University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2012-10) Thurlow, Martha; Altman, Jason; Edwards, Lynn; Lazarus, Sheryl; Hodgson, JenniferItem Test Security and Students with Disabilities: An Analysis of States' 2013-14 Test Security Policies (NCEO Synthesis Report)(University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2014-06) Edwards, Lynn; Kincaid, Aleksis; Dominguez, Lauren; Thurlow, Martha; Lazarus, Sheryl