Causal modeling techniques were used to examine the relationships among three constructs: (a) a curriculum-based measurement and evaluation system, (b) structure of instruction, and (c) achievement. Measures of the three constructs were collected for 117 elementary-level resource room students. All three constructs were stable over time. Teachers' accuracy in setting up student performance measurement and silent reading were found to be related directly to achievement. Implications for teacher training are discussed.
Get full access to this article
View all access options for this article.
References
1.
Bloom, B. S. (1964). Stability and change in human characteristics. New York: Wiley.
2.
Deno, S. L., Mirkin, P. K., & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49, 36–45.
3.
Deno, S. L., King, R., Skiba, R., Sevcik, B., & Wesson, C. (1983). The structure of instruction rating scale (SIRS): Development and technical characteristics (Research Report No. 107). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
4.
Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449–460.
5.
Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A metaanalysis. Exceptional Children, 53, 199–208.
6.
Ginn & Company. (1976). Reading 720. Lexington, MA: Author.
7.
Haynes, M. C., & Jenkins, J. R. (1986). Reading instruction in special education resource rooms. American Educational Research Journal, 23(2), 161–190.
8.
Hull, C. H., & Nie, N. H. (1981). SPSS update 7-9. Chicago: McGraw-Hill.
9.
Karlsen, B., Madden, R., & Gardner, E. F. (1976). Stanford diagnostic reading test. New York: Harcourt Brace Jovanovich.
10.
King, R. P., Deno, S. L., Mirkin, P. K., & Wesson, C. (1983). The effects of training teachers in the use of formative evaluation in reading: An experimental-control comparison (Research Report No. 111). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
11.
Leinhardt, G., Zigmond, N., & Cooley, W. (1981). Reading instruction and its effects. American Educational Research Journal, 18, 343–361.
12.
Marston, D., Lowry, L., Deno, S., & Mirkin, P. (1981). An analysis of learning trends in simple measures of reading, spelling, and written expression: A longitudinal study (Research Report No. 49). Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
13.
Maruyama, G., Rubin, R., & Kingsbury, G. (1981). Self-esteem and educational achievement: Independent constructs with a common cause?Journal of Personality and Social Psychology, 40, 962–975.
14.
McGarvey, W. E. (1978). Longitudinal factors in school desegregation (Doctoral dissertation, University of Southern California, 1978). Dissertation Abstracts International, 38, 5097B.
15.
Mirkin, P. K., Deno, S. L., Fuchs, L. S., Wesson, C., Tindal, G., Marston, D., & Kuehnle, K. (1981). Procedures to develop and monitor progress on IEP goals. Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
16.
Mirkin, P. K., Deno, S. L., Tindal, G., & Kuehnle, K. (1982). Frequency of measurement and data utilization as factors in standardized behavioral assessment of academic skill. Journal of Behavioral Assessment, 4, 361–370.
17.
Stevens, R., & Rosenshine, B. (1981). Advances in research or teaching. Exceptional Education Quarterly, 2(1), 1–10.
18.
Thurlow, M. L., Ysseldyke, J. E., Graden, J. L., & Algozzine, B. (1983). Instructional ecology for students in resource and regular classrooms. Teacher Education and Special Education, 6, 248–254.
19.
Walberg, H. J. (1984). Improving the productivity of America's schools. Educational Leadership, 41(8), 19–27.
20.
White, O. R., & Haring, N. G. (1980). Exceptional teaching (2nd ed.). Columbus, OH: Merrill.
21.
Wilkinson, I., Wardrop, J. L., & Anderson, R. C. (1988). Silent reading reconsidered: Reinterpreting reading instruction and its effects. American Educational Research Journal, 25(1), 127–144.
