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Renáta Tichá Christine A. Espin Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142
The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest. 相似文献
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Wayman SG 《Medical reference services quarterly》1983,2(3):37-47
For several decades, the migration of physicians and nurses to the United States has provided a major source of medical personnel. The problems this group encounters in the United States include language deficiencies, cultural misunderstandings, and lowered expectations of their role in medicine. Because these foreign nationals regularly use medical libraries, librarians in the United States have a responsibility to learn about the unique problems facing these patrons. Awareness of these difficulties can help to lessen the frustrations that occur when two different cultures meet. 相似文献
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Kristen L. McMaster Jaehyun Shin Christine A. Espin Pyung-Gang Jung Miya Miura Wayman Stanley L. Deno 《Reading and writing》2017,30(9):2069-2091
The purpose of this study was to examine slopes from curriculum-based measures of writing (CBM-W) as indicators of growth in writing. Responses to story prompts administered for 5 min to 89 students in Grades 2–5 were collected across 12 weeks and scored for correct word sequences (CWS) and correct minus incorrect sequences (CIWS). Linear mixed modeling revealed that, for students in Grades 2–3, a linear model with random effects on both intercept and slope fit the data best. For students in Grades 4–5, growth trends varied depending on number of weeks and scoring procedure used. The time point at which slopes were significantly different from zero varied by scoring procedure and grade. Gender was related to intercept and slope for CWS and CIWS in Grades 2–3 and to intercept and linear slope for CWS and CIWS in Grades 4–5. Findings suggest that CBM-W may be appropriate for monitoring student progress, and that gender should be considered in data-based decision making. 相似文献
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