Project ELM (Early Literacy Measurement)

Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students at-risk for Reading Disabilities

 

WHAT:

This project is investigating ways to monitor the reading progress of at-risk kindergarten students.

 

HOW:

Kindergarten students considered to be at risk for reading difficulties are being monitored every other week using 1-minute measures of early literacy skills. These 6-8 minute assessment sessions occur every other week and take place in/near the classroom or in a quiet location of choosing. Project staff will work with you and each teacher to administer at a time that does not interfere with instruction.
In addition, reading assessments are administered at the beginning, middle, and end of kindergarten in order to assess students’ overall reading skills.

WHY:

Outcomes of the project are expected to identify measures and measurement practices that may be the most reliable, sensitive to growth, valid, and feasible for monitoring the reading progress of kindergarten students at risk for reading disabilities.

Investigating the Technical Adequacy of Progress Monitoring Measures for Kindergarten Students at-risk for Reading Disabilities

 

WHAT:

This project is investigating ways to monitor the reading progress of at-risk kindergarten students.

 

HOW:

Kindergarten students considered to be at risk for reading difficulties are being monitored every other week using 1-minute measures of early literacy skills. These 6-8 minute assessment sessions occur every other week and take place in/near the classroom or in a quiet location of choosing. Project staff will work with you and each teacher to administer at a time that does not interfere with instruction.
In addition, reading assessments are administered at the beginning, middle, and end of kindergarten in order to assess students’ overall reading skills.

WHY:

Outcomes of the project are expected to identify measures and measurement practices that may be the most reliable, sensitive to growth, valid, and feasible for monitoring the reading progress of kindergarten students at risk for reading disabilities.

Professors:

Nathan Clemens, Ph.D., Assistant Professor of School Psychology, Texas A&M University
Shanna Hagan-Burke, Ph.D., Associate Professor of Special Education, Texas A&M University
Stephanie Al Otaiba, Ph.D., Professor of Special Education, Southern Methodist University
Deborah Simmons, Ph.D., Professor of Special Education, Texas A&M University

Page last updated: July 23, 2014 - 11:31am