text:
November 26, 2014
This is definitely a new spin on an old story. It's kind of a love story, but not in the traditional sense.
A co-ed "Lord of the Flies"! Based off of the James Dashner novel of the same name this film has a lot of thought provoking action. Imagine being brought to an island with no memory of anything but your name. This is just one in a long list of obstacles the characters must overcome. This film is very well made. The set is amazing! The design of the maze is very detailed. The film draws you in from the opening scene to the ending. You find yourself trying to sort things out right along with the characters. Just when you think you've got it all figured out they throw another curve at you. It can be both thrilling and frustrating. The cast does a good job of handling themselves. Under the direction of Wes Bell they all deliver good performances that make them relatable and some likable.
The special effects are well done. The Greevers are very scary. They are giant monsters half spider and half robotic machine that are programmed to kill those trapped in the maze. So each time some one enters the maze they are risking their life. This film really does a good job of showing the will of man and how strong t truly can be. It truly confirms that in dire situations one is capable of anything especially if the odds are life threatening.
Overall this film will appeal to people of all ages. It will hold your attention from beginning to end. It also has a few powerful message. Those messages are to never give up and you never know what you can do until you try. It gets 4 out of 5 popcorn bags.
Get on up and go see this film! They say dead men tell no tales well in this film they do. The film is told by the perspective of the late great James Brown. What sets it apart from other films of this type is that the character engages with the movie watching audience. Chadwick Boseman is brilliant as the Godfather of Soul James Brown. In some scenes he looks right into the camera and speaks to us to explain why certain things were done a certain way or to explain his methods or reasons for doing certain things. The casting was on the money. Octavia Spencer as Aunt Honey, Viola Davis as James Brown's Mother, Nelsan Ellis as Bobby Byrd and Jill Scott looks fabulous as Dee Dee Brown one of his many wives. Under the direction of Tate Taylor all of the actors gave good performances.
The story spans his early life from childhood where he endured a lot of adversity on up to his success in the music industry where he broke barriers and became a music pioneer. It also gives us a glimpse and a better understanding as to who he was and what circumstances in his life shaped him into the man he became. This film can also be used as an educational tool for the music business. He explains how to promote and market for a show as well as how to promote and market yourself as an artist with confidence.
The film over all is very entertaining! Chadwick really captures the essence of James Brown from his moves to his moods. He became James Brown. This film truly proves that there may be many legends in the music industry, but there was only one James Brown! This film gets 4 out of 5 popcorn bags.
Different is the only word to come to mind when describing this film. It is definitely an orignal script written and directed by Luc Besson. Scarlett Johanson plays Lucy a woman forced into a no win situation. Then the action begins and the clock starts ticking. You will be glued to your seat! Scarlett is a great actress no doubt but in this film it doesn't really take a whole lot of effort. Her character is very focused and very serious. In the opening scene we see Lucy as she is as a normal typical young woman, but as the film progresses we see her change and evolve into something more than herself.
The special effects in the film are very well done, but with a Matrix like feel to it. The fight scenes are a definte must see. The film is also very scientific. Morgan Freeman plays Professor Norman a man that has devoted his life studying the brain and it's capabilities. He is amazed when he meets Lucy.
Overall the film is interesting and the story is original and very different from other films. However, it does jump around alot making it hard to follow in some scenes and it is for this reason it gets 3 out of 5 popcorn bags.
This film will win no awards or accolades. But if you are looking for a good laugh then it is very worth while and a must see. It s funny, sexy, romantic and it also has a good message with a great story. The cast give good performances. Cameron Diaz and Jason Segal definitely have chemistry that transfers over on screen. They seem to have so much fun in their scenes together. Their characters are Annie and Jay a married couple looking to put that spark back into their marriage as so many couples are trying to do these days. Their story can represent any couple or parent for that matter.
The scene where they make the sex tape is hilarious because they are so quirky. Some positions they had to try several times before they get it right. Any one having sex or has ever had sex can relate to this film. Jason Segal has such a charm about him which makes him adorable. His comedic timing is on point throughout the entire film. Cameron Diaz also has good comedic timing, plus she looks fabulous as always. There are even some surprises in the film such as Jack Black as the Porn King. Rob Lowe is also very funny in the film.
Overall this film is very funny with a story to which people can relate. It definitely will hold your attention to see how the situation or crisis in the film will play out. It has a great cast and good story. It gets 5 out of 5 popcorn bags.
This flm is actually better than the first film. It holds your attention from the first opening scene to the end credits. The story is believable and definitely makes you wonder what if? The film portrays the evil that lies withn all of us. The cast deliver good performances. It is interesting to see the different ways people can purge. This latest installment while having the same concept as it's predecessor is a bit different because it focuses more on the effects of the purge on the poor and middle class because they are the ones that get hunted and killed while the rich make sport of their plight.
The purge is really like a rich man's holiday because they terrorize the poor by paying others to kidnap them to be hunted or they will offer money to kill a willing victim such as the elderly or terminally ill. It is jaw dropping to see the lengths people will go to purge or kill, which is the main focus.
Since the setting is in anytown in America it does make one wonder why people stay and risk their lives for one day. It would make more sense to visit Canada every year around the time of the purge or visiting abroad being anywhere but America. Overall the flm is a definite must see. It will take you on a rollercoaster of emotions. It gets 4 out of 5 popcorn bags.
Very compelling! The film takes up where it's predecessor left off. The Apes have escaped into the woods and have built a whole new world that isn't much different from that of humans. It is remarkable just how much alike humans and apes truly are. Destined to become a classic this film takes movies to a whole new level. Under the direction of Director Matt Reeves all of the actors give good performances, but the apes are brilliant. They draw you in and make you feel for them and their plight. You can tell a lot just by looking in to their eyes. You will find yourself cheering for the apes. The story also touches upon the relationships between fathers and sons.
The special effects are very well done. The apes are amazing! The natural way they move as they climb and hang from objects is truly remarkable. The 3D effect really does nothing for the film. There are so many missed 3D opportunities such as when the apes are swinging through the trees. They could've made the 3D effect to the extent of making you feel as if you were swinging right along with them. For the most part the effects are very well done especially when the apes are shooting guns. It is thrilling!
Over all the film is a definite must see. The film draws you in and holds your attention from the opening credits to the end credits. It will appeal to everyone. This film gets 4 out of 5 popcorn bags.
Transtastic!! This film can proudly take it's place next to it's successful predecessors. This time the war is not just against Decepticons but also humans. The Autobots have been betrayed and it's game on to find ot why and who. Mark Wahlberg joins the cast as Cade Yeager a poor Farmer and widower father raising his daughter barely maintaining. Many people can truly relate to the plight of his character especially in this day and age. He comes across an old broke down semi truck that turns out to be more than meets the eye. Then the adventure really begins. It is nonstop action from there on.
The special effects are amazing as always. The 3D effect only enhances the film. The scenes where objects are flying straight at you are thrilling and when they leap off ledges and fly through the air you feel as though you are flying as well. The film is very well done and the cinematography is extremely well done. China is a beautiful place and the cinematography really brings that out. The new breed of Transformers are amazing! The way they break apart or pixilate as they transform is brilliant! You have to see it to believe it!
Over all this film is a must see! It will keep you hanging on the edge of your seat from the opening scene to the closing credits. It has something for everyone! It gets 5 out of 5 popcorn bags.
De ja vu to the extreme! This film is one you will want to see over and over again! Tom Cruise and Emily make a good team. Under the direction of Doug Liman all of the actors deliver good performances. Tom plays Major Cage a reporter in the media department for the US Army who is thrust into combat forced to fight with no military training in a war he didn't start and certainly doesn't want any part. Emily plays Rita a female soldier who is the reigning hero of the war saving many lives. Her secret is now his secret. Imagine reliving your death everyday and dying in different ways again and again. This is what happens to Cage and Rita on a daily basis as a result of a freak experience they both share.
The enemy in the film are aliens called Mimics. No one knows where they come from and so far fighting them has been a loosing battle. The special effects in the film are phenomenal! The agility of the Mimics is amazing. They are like scribbly blurs all lit up on the screen. The XD effect in the film enhances it for the better. When the bullets are flying you feel like you too are in the war. The aerial shots really make you feel like you are falling and the characters on screen are so close and larger than life that it seems you can just reach out and touch them. This film is more than a movie. It's an experience that all should share.
Overall this film is a definite must see. Tom Cruise looks great and appears to be in the best shape of his life. Emily Blunt looks equally as well, which is good because this film is so physical. It gets 5 out of 5 popcorn bags.
Ready the tissues this film is a definite tear jerker! Based on a book by Author John Green this film is amazing! This film will leave you with mixed emotions. You will leave having a deeper appreciation for life and our loved ones. This story isn't about life or death but it is about love and facing death. Cancer is the real horrible villain in this story. Under the direction of Josh Boone all of the actors give good performances. Shailene Woodley plays Hazel a girl dying of cancer stuck being on oxygen for the rest of her life and Ansel Elgort plays Gus a guy who survived cancer by having his leg amputated. The wo meet at a support group for cancer patients. The chemistry between Shailene and Ansel is very apparent. They work very well together. It is sweet to watch the two characters fall in love. Despite their challenges they never stop living life to the fullest. They even find something to smile about through it all.
This film is very inspiring. Laura Dern plays Hazels's Mother. She does a great job portraying the emotions a mother would feel knowing she was going to loose her child to cancer. You can see the worry and anguish on her face. But you can also see how grateful she is for everyday she still has her daughter. Willem Defoe plays Hazel's favorite Author and he is nuts in the film.
Overall this film is very well done. It is inspiring, touching and full of tears. Some will be tears of sorrow and some will be tears of joy. Either way take plenty of tissue. You will need it. There will not be a dry eye in the theater. The twist at the end will definitely start the tears flowing. This film is a definitely must see. It gets 5 out of 5 popcorn bags.
|« Oct


text:
The wheel of fortune has spun once again, and the GOP Next President of the United States of the Week is now Rick Santorum. Mind you, no one thinks Santorum will actually be the nominee. He's just running third in some optimistic polls -- of the Iowa caucuses, which is no bellwether. Yet all the wo ... More >>
Maybe it's because of the holidays, but we're learning to stop worrying and love Newtmentum. Amazingly, the former Speaker of the House Newt Gingrich looks like the front-runner in the Republican Presidential race. This delights rightbloggers who enjoy Gingrich's cantankerous style. But it's not a ... More >>
Nouriel Roubini -- who's basically living like a rap star after screaming about how utterly fucked the American economy was before it happened, watching it happen, and telling everyone how he told them so -- just made a headline tonight when he put the chances of a "renewed recession" for Ame ... More >>
Gaga for Google and every twittle thing that made the Aughts fraught with fakery and fun
8:05. The look of surprise Hillary Clinton uses when she greets people in crowds makes her look like she's trying to wake herself up. We wonder if she has a callous on her cheek from getting kissed. Whoops, Brian Williams said "death panels" was bogus! Liberalmediabias! Do a shot! 8:11. ... More >>
"Staten Island's car dealers brace for post-'Clunkers' letdown," says the Staten Island Advance. Wait a minute -- we thought the program was a failure! Certainly rightbloggers like to say so. Wizbang called it "a complete failure" -- because it hadn't disbursed most of its funds. (And you thought th ... More >>
The House passed it last week, and now the Senate and Obama have signed on, so Cash for Clunkers (known to the gummint as CARS, or Car Allowance Rebate System), which ran out of its first billion dollars in funding in one week, has $2 billion. Interest in the program remains high, so that mig ... More >>

subset: commoncrawl


text:
3675 Arboretum Dr.
Chaska, MN 55318
Category: Community Venues
Region: Chaska
This weekend there are plenty of low-scare events for families. Saturday brings kiddie low-intensity terror to the Twin Cities with the Ghouls & Goblins at the Maze, a celebration at the University of Minnesota Landscape Arboretum. From 1 to 5 p.m. families can wander the trick-or-treat trail and fill their candy bags, get lost in the Magical Maze Garden, and listen to music. The event is free, but be sure to call to pre-register.
Sat., Oct. 29, 1-5 p.m., 2011


text:
EHarmony.com Appearances
Related Characters
Login Facebook
Facebook is a social utility that connects people with friends and others who work, study and live around them. People use Facebook to keep up with ...
0 Up Votes, 0 Down Votes, 19 Clicks, Rank of 21
eHarmony now provides online matchmaking services for same sex couples through the site Compatible Partners. Creation of the site was required as ...
0 Up Votes, 0 Down Votes, 16 Clicks, Rank of 18


text:
20847 NW Pumpkin Ridge Road - North Plains, Oregon, 97133
Enjoy the private luxury of this gorgeous eighteen acre estate. The first thing you notice as you approach the property is the unassuming exterior of the 3526 square foot home. You will be pleasantly surprised as you walk up the covered front porch and enter through the solid fir front door and step into the sprawling main level. The jaw dropping great-room with high vaulted ceilings and natural beams create a natural flow from kitchen to master.
The Custom kitchen boasts huge slab granite island with breakfast bar and hand crafted glass light fixtures. Slab granite with ogee edge and tile back-splash adorns the rest of the counter space. The stunning Desert Dream granite is complimented by custom hickory cabinets with under cabinet lighting. The Kitchen also includes a drop in range, double ovens, and a French door refrigerator - all in stainless steel. Enjoy easy access to deck and garden through the kitchen door. Wonderful great-room includes custom whole-house Chelsea Audio audio/video system and another access to the deck.
Main level includes executive study with built-in bookshelves and vaulted ceilings. Across from the study is the formal dining room with convenient access to the wine refrigerator and gorgeous kitchen. Utility room, conveniently located on the main level, also includes custom hickory cabinets, slate floor, Whirlpool stainless steel front loading washer and dryer, and deck access.
Unlike most homes, the master bedroom is found on the main level. The large master bedroom has an entry to the deck where the hot tub overlooks stunning views. The master bath sports its own entry to the deck, a heated slate floor, a beautiful porcelain tile shower for two, ORB Hansgrohe faucets, double porcelain sinks, and a walk-in closet with clothing system.
The solid oak stairway leads to the bottom level where the second and third bedrooms are found. Each bedroom is ideally sized, perfect for a large queen bed and furniture. The second bedroom includes cold access to a storage room. At 5x10 it is be perfect for a wine cellar. Also found on the lower level is a custom bar and party kitchen, which includes stainless a steel dishwasher, refrigerator with ice maker, and bar sink. Slab granite adorns the bar, while porcelain tile is found in the party kitchen. An enormous bonus room, perfect for a home theater, is just down the hall from the Bar and includes sound proofing insulation.
While the interior leaves nothing to be desired, the exterior also won't disappoint either. A Tigerwood deck wraps around three sides of the home, offering a view from any angle. This exotic hardwood deck is 1400 square feet and offers a covered section on the east side of the house to enjoy coffee at sunrise. The west side holds the hot tub and furniture, perfect for enjoying the sunset.
The pool and patio area is found on the lower level, which is easily accessible from the interior, through double doors leading from the Bar, and the exterior back yard space. The pool/patio area includes a 7x14 heated Endless Swim Pool with security cover, Tigerwood pool surround, separate hot-tub/pool equipment room, and Strataglass snap-on panels for year round use.
The pool and patio area is found on the lower level, which is easily accessible from the interior, through double doors leading from the Bar, and the exterior back yard space. The pool/patio area includes a 7x14 heated Endless Swim Pool with security cover, Tigerwood pool surround, separate hot-tub/pool equipment room, and Strataglass snap-on panels for year round use.
Property also includes a 36x36 insulated shop which features 14 foot eves, concrete epoxy-coated floor, shop lighting, 110/220 power, a full bath and kitchenette area, and RV parking. A 40x60 horse barn includes electric, water, two horse stalls, tack room and equipment/hay storage. A detached three bay garage with epoxy-covered floor is conveniently located near the home. The total property is gated and fenced and offers exceptional eastern, southern, and western views, including Mt. Jefferson and the Coast Range.
E-mail: email@example.com
Office: (503) 648-6445
Fax: (503) 648-6689
Cell: (503) 969-7768
Skype: hgkyle
505 SE Washington Street
Hillsboro, Oregon 97123
Get Directions to Hayden Group, LLC
View 20847 NW Pumpkin Ridge Rd in a larger map


text:
The Return of the Giant NYC Dance Club
By Steve Weinstein
July 4, 1976 Was a Ramones-less Weekend in NYC
By Bryan Bierman
LIVE REVIEW: Karen O at McKittrick Hotel
By Lindsey Rhoades
Remembering Dee Dee Ramone's Rap Album
By Chaz Kangas
Meet Lady Casa, America's Most Famous Raver
By Ben Westhoff and Sarah Purkrabek
Ridiculous Kanye West-isms, In Illustrated Form
By Jena Ardell
Casting Martin Scorsese's New Ramones Movie
By Jesse Sendejas Jr.
A Tour Around Ace Frehley's Bronx
By Katherine Turman
Tori Amos believes in the rhythm method. It's easy to lump her with Sarah McLachlan and the Lilith crew: they share a gender, feminism, and a spiritual side so determinedly mythopoetic it makes many of us pavement pounders cringe--"I don't go from boy to boy, I go from archetype to archetype," Amos once said. And a chunk of the profits off Arista's new Lilith compilation will benefit RAINN, the anti--sexual abuse organization that Amos founded. But on that album, almost all the artists are transmuted folkies, reliant on acoustic guitar, big singalong melodies over a straight 4/4. Lilith music converts the arena into a campfire. In contrast, Amos writhes around sweeping piano arpeggios, wringing brief melodic climaxes out of the thunder and crossbeats like moments of triumphant clarity in a life spent perched near delirium. She stops and starts on her own clock, creating a groove that's as sinuous as grooves get, as idiosyncratic as her beliefs and more convincing. To quote her again: "You can tell a lot about somebody by where the rests are in a piece." She never was a campfire girl, either.
If rock's rebelliousness is fundamentally rooted in a rhythmic rebellion--a sped-up insistiveness, a radical foreshortening--then Amos is one of those women rockers who've found a voice rebelling against that rhythm. Not Patti Smith, Chrissie Hynde, Joan Jett, Courtney Love, or Polly Harvey, the ones who rocked just as hard themselves, thank you. But Joni Mitchell, Laurie Anderson, Yoko Ono, the Raincoats, Kate Bush, Throwing Muses, Björk, Victoria Williams, perhaps Me'Shell Ndegeocello. (Ani DiFranco can't quite decide, bless her.) Of all these talents, on either side of the divide, Amos is the most confident instrumentalist. Probably not a virtuoso, however that's defined, but absolutely comfortable as a performer. And she applies the same unorthodox dexterity to her career, which since a disastrous spell fronting the L.A. metal group Y Kant Tori Read has flourished within carefully defined boundaries.
Her history is well known: a child prodigy on piano trained at Baltimore's Peabody Conservatory from five to 11, she was kicked out for loving rock and her own technique too much, then spent her teens playing gay bars and politicians' hangouts in D.C. After those L.A. lost years, she used 1991's solo debut, Little Earthquakes, as an opportunity to return to live piano playing. She follows each album with some 150 to 200 dates; in 1996 she outtoured Garth Brooks and Kiss. Deprived of radio support by her refusal or inability to craft huge melodies, Amos built an audience on face-to-face contact, to where her albums go platinum or a little beyond. About half of those who buy the records see her live each time out, cultlike percentages for an artist that size. Put on Spin's cover, she produced issue sales beyond artists who chart higher. And her Web following is so huge it has generated media coverage of its own. "Have you been OK?" Amos asked the crowd at Irving Plaza last Thursday. It was perfectly safe to assume they'd all been together before.
Irving Plaza
April 23
Amos is scarcely comprehensible to anyone less attentive. She can be maddeningly elusive--"Surrender then start your engines/You'll know quite soon what my mistake was/For those on horseback or dog sled," the new tune "Liquid Diamonds" begins. But devotees learn she's telling stories underneath: on 1996's Boys for Pele, the subtext was a much-rumored affair with a goth rocker (broken up by Courtney Love, the subject of "Professional Widow" and maybe the new album's "She's Your Cocaine," with its mention of the Kurt/Courtney treatment-center Exodus). Explaining From the Choirgirl Hotel, which comes out next Tuesday, Amos has offered details of a miscarriage she suffered and more reluctantly acknowledged her recent marriage to one of her longtime sound engineers, Mark Hawley.
The manipulativeness of all this wouldn't be worth tolerating if the diva weren't such a body puncher. She's most frequently compared to Kate Bush, another beyond-pretentious pianist, but where Bush favored personal solitude, self-effacing orchestrations, and heady topics, Amos dominates the playing on her records, humps the piano live, and tackles subjects far less highfalutin than her diction: masturbating a floor above your god-fearing parents; getting even with a lover; hitting one's thirties and freaking out in self-flagellation over an unborn child. (She's unfailingly good for a soundbite, too--this time "virgins always get backstage.") Her singing, which stretches from harpy shrieks to show-tune banter, centers on an unusual combination of full-bodied poise and rocker menace; she once chamber-crooned an EP of Nirvana, Stones, and Zep, just running a nail down their spines. And the music shifts at the drop of a dish, from languid and flowing to a band-augmented clamor that owes Nine Inch Nails. On Choirgirl Hotel, "She's Your Cocaine" enjoys the savage bounce of great Roxy Music; "Northern Lad" reworks the wordless falsetto part of "Purple Rain" for maximum tingle; "Jackie's Strength" has Joni's strength.
Because Amos is so thoroughly rooted--sure about her playing and her audience, involved with the sound engineer and not the rocker--there's always been a danger that she'd mellow into the adoration. I can't root for more tragedies to befall her, but I'm glad she continues to structure in personal challenges. On Pele, the angriest songs were bashed out on an arcane-sounding harpsichord; this time, Amos recorded many basic tracks with drummer Matt Chamberlain and a sample programmer, so that the core rhythms aren't exclusively hers. Neither musician is her equal (and texturally the samples are pretty mundane), but there's an added tension to the total, as Amos pulses off other people. All her albums have thoroughly tuneless tunes--about half, unfortunately--the moments when it seems as if she's playing a smoke machine instead of a Bosendorfer. Here, such tracks serve a higher purpose: they parade out and jam on the conceptual bluster.


text:
By SHVF_LP
at 11:28 on 25/01/14, 0 comment
By SHVF_LP
at 13:07 on 20/11/13, 0 comment
SHVF_LP has not created any groups.
Get all of the latest Camberley Events news and join the discussion on the Camberley
101 members
Get the latest local people news, community information and general goings on in Saltash
147 members
Surrey Heath Veterans & Families - Listening Projec
Surrey Heath Veterans & Families Listening Project
Generic Coordinator & Fundraiser
On Tuesday 4th March 2014, Surrey Heath Veterans & Families – Listening Project (SHV&F-LP). are holding a coffee morning 10am - 2pm for former service-veterans and their families that live in Surrey Heath and surrounding areas. Free tea, coffee, biscuit & a chinwag will be available. You can Follow us & Find us on Facebook & Twitter.
Because Surrey Heath Veterans & Families - Listening Project are based there. NOW that brings a HUGE, BIG smile to my face. We are located at Camberley Sea Cadets, Frimley, Surrey GU16 7RF. See you there.
There are no followers at the moment.
There are no followees at the moment.


text:
Monitoring children's growth in early literacy skills: effects of feedback on performance and classroom environments.
The study examined the benefits of providing kindergarten kindergarten [Ger.,=garden of children], system of preschool education. Friedrich Froebel designed (1837) the kindergarten to provide an educational situation less formal than that of the elementary school but one in which children's creative play instincts would be teachers with feedback about students' performance on early literacy progress-monitoring probes. Students were administered the Dynamic Indicators of Basic Early Literacy Skills (DIBELS DIBELS Dynamic Indicators of Basic Early Literacy Skills ) in fall, winter, and spring; classroom environment was evaluated using the Early Language and Literacy Classroom Observation (ELLCO ELLCO Early Language and Literacy Classroom Observation ) in fall and spring. Teachers received either (a) specific information about students' performance on the DIBELS or (b) descriptive information about the DIBELS without performance feedback. Students whose teachers received feedback (n=55) made greater improvements on two DIBELS subtests compared to students whose teachers did not receive feedback (n=48). Feedback did not lead to greater change in classroom environment. Implications for using progress-monitoring to promote early literacy skill development are discussed.
Children enter kindergarten with a wide range of early literacy skills, such as phonemic awareness Phonemic Awareness is a subset of phonological awareness in which listeners are able to distinguish phonemes, the smallest units of sound that can differentiate meaning. For example, a listener with phonemic awareness can break the word "Cat" into three separate phonemes: /k/, /a/, and letter naming, which are strongly predictive of later success in reading (Burns, Griffin, & Snow, 1999; Neuman & Dickinson, 2001). Most children develop skills rapidly during their first 2 years of school. For some children, however, early reading skill deficits at the beginning of kindergarten tend to remain, or even worsen wors·en
tr. & intr.v. wors·ened, wors·en·ing, wors·ens
To make or become worse.
to make or become worse
worsening adjn , throughout elementary school elementary school: see school. Quel, 1988; Scarborough, 1998; Simmons, Kame'enui, Coyne, & Chard, 2002; Snow, Burns, & Griffin, 1998). Children who are poor readers at the end of elementary school are most often those who fail to show typical progress in developing early literacy skills during kindergarten and first grade.
In recent years, Responsiveness to Intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. (RTI RTI - Return from interrupt ) has been recommended as an approach for identifying children who may be at risk for reading problems (Fuchs & Fuchs, 2006). RTI is an alternative to a discrepancy DISCREPANCY. A difference between one thing and another, between one writing and another; a variance. (q.v.)
2. Discrepancies are material and immaterial. model, or so-called "wait and fail" approach, in which students must fall significantly behind in reading before they receive special services. RTI hinges Hinges may refer to:
- Plural form of hinge, a mechanical device that connects two solid objects, allowing a rotation between them.
- Hinges, a commune of the Pas-de-Calais département, in northern France
tr.v. in·di·vid·u·al·ized, in·di·vid·u·al·iz·ing, in·di·vid·u·al·iz·es
1. To give individuality to.
2. To consider or treat individually; particularize.
3. support as soon as delays are evident. The major premise major premise
The premise containing the major term in a syllogism.
Noun 1. major premise - the premise of a syllogism that contains the major term (which is the predicate of the conclusion)
major premiss of RTI is that intervening early can prevent the development of serious academic problems. Recently, researchers have developed a model known as Recognition and Response (R&R) which adapts RTI to early childhood education (Coleman, Buysse, & Neitzel, 2006). This model assumes that once teachers recognize when children are falling below expected benchmarks, they will respond in ways to promote children's success, such as making adjustments in the literacy environment or providing additional assistance as needed as needed prn. See prn order. . The aim of the current study was, in part, to test this critical assumption underlying RTI.
Monitoring Growth in Early Literacy Skills
A key element of RTI is the use of appropriate progress-monitoring tools to identify children who fail to make adequate progress in acquiring early literacy skills and, as a result, may be at risk for reading problems. Most RTI implementation models rely on two cycles of progress-monitoring (Good, Gruba, & Kaminski, 2002). The first cycle involves measuring periodically (three times per year) skills that predict future reading achievement including phonemic awareness, alphabet knowledge, and alphabet code (or phonics phonics
Method of reading instruction that breaks language down into its simplest components. Children learn the sounds of individual letters first, then the sounds of letters in combination and in simple words. ) fluency flu·ent
a. Able to express oneself readily and effortlessly: a fluent speaker; fluent in three languages.
b. (Casey & Howe, 2002). Typically, all students participate in periodic progress-monitoring which uses benchmark assessments to identify children who are at risk for reading difficulty and to evaluate the overall effectiveness of classroom instruction. The second cycle of progress-monitoring measures the same skills and often uses the same assessment tools; however, only students who fall below benchmarks based on periodic progress-monitoring are included. This type of progress-monitoring occurs with greater frequency (up to twice per week) and is designed to help educators provide individualized instruction Individualized instruction is a method of instruction in which content, instructional materials, instructional media, and pace of learning are based upon the abilities and interests of each individual learner. and monitor the progress of at-risk students toward important reading goals. For purposes of the current study, our focus was on the use of periodic benchmark assessments for all children.
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) (Good & Kaminski, 2002) are a set of short, individually-administered probes used for evaluating children's growth in early literacy skills for both benchmark assessments and individual progress-monitoring. Each DIBELS subtest is designed to assess a skill that predicts future reading performance and is functionally related to reading acquisition. The DIBELS benchmark probes can be administered three times each year, with criteria to help identify individual students who require greater support. Research has shown that the DIBELS have adequate reliability and predictive validity In psychometrics, predictive validity is the extent to which a scale predicts scores on some criterion measure.
For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings. for use in school settings (Good et al., 2002; Kaminski & Good, 1996). Furthermore, data from a large national sample have been used to construct a rubric RUBRIC, civil law. The title or inscription of any law or statute, because the copyists formerly drew and painted the title of laws and statutes rubro colore, in red letters. Ayl. Pand. B. 1, t. 8; Diet. do Juris. h.t. of risk-level cut points (DIBELS benchmarks) to guide educational decision-making (Good, Kaminski, Smith, Kame'enui, & Wallin, 2003). The cut points for each testing period are designed to reflect a distribution whereby 60-80% of students are "at benchmark," 15-20% of students have "some risk," and 5-15% are "at risk" for reading problems.
The benefit of using a progress-monitoring tool such as DIBELS lies in the extent to which teachers use the data to inform their classroom practices. Only a handful of studies have directly investigated the utility of progress-monitoring for purposes of modifying instruction, and nearly all research has examined the benefits of frequent progress-monitoring rather than periodic benchmark assessment. To date, the results of these studies have been mixed (see Scott, Vitale, & Masten, 1998; Stecker, Fuchs, & Fuchs, 2005 for reviews). For example, Stecker and Fuchs (2000) documented improvement in academic performance when teachers used information from curriculum-based measurement Curriculum-based measurement, or CBM, is an assessment method used in schools to monitor student progress by directly assessing basic academic skills in reading, spelling, writing, and mathematics. (CBM CBM Commodore Business Machines
CBM Coalbed Methane
CBM Christoffel Blindenmission
CBM Condition Based Maintenance
CBM Confidence-Building Measures
CBM Curriculum Based Measurement (education)
CBM Cubic Meter ) to provide students with instruction based on their individual needs. Fuchs, Fuchs, Hamlett, Phillips, and Karns (1995), however, found that making instructional adaptations based on CBM performance depended heavily on the provision of structured recommendations from consultants, prompts to use adaptations, and ongoing support for implementation. Most recently, Graney and Shinn (2005) found that students whose teachers received feedback about CBM performance made no more significant reading gains than students whose teachers received no feedback. Moreover, when teachers received individual feedback, students actually made less progress over time than students whose teachers received aggregated group feedback or no feedback at all. Graney and Shinn hypothesized that teachers may have either relaxed their instructional intensity for students who were making adequate progress or "given up" on children who repeatedly made little progress.
Overall, research shows that the use of progress-monitoring procedures, such as CBM, has the potential to help teachers make changes in their classroom instruction to promote academic progress among students. Using CBM alone, however, is likely to be less effective for improving students' performance than using information in combination with specific instructional recommendations and consultation. Teacher training and support (e.g., resources, time) may be critical for ensuring that progress-monitoring information leads to high-quality instructional adaptations for children whose progress is inadequate (Scott et al., 1998; Stecker et al., 2005).
Classroom Environment and Early Literacy Development
Kindergarten classrooms provide critical contexts for the development of early literacy skills, especially among children who may be at risk due to language or environmental factors (Whitehurst & Lonigan, 1998). By focusing on classroom variables that promote early literacy development, kindergarten teachers have the opportunity to support reading achievement for all children. Many factors combine and interact to create a literacy-rich classroom environment. Collectively, literacy-rich environmental variables include (a) structural components, (b) language opportunities and exposure, and (c) classroom management strategies.
Structural components include teachers' organization of classroom materials, supplies, and furniture, all of which have a significant impact on the quality of the literacy environment (Searfoss, Readence, & Mallette, 2001). A teacher's choice of literacy tools and activities influences the way in which children learn information as well as the specific skills they acquire. For example, the availability of writing utensils and aids, paper, and books allows children to independently and routinely incorporate literacy activities into their day. Likewise, spreading literacy-related materials around the room prompts children to use their reading and writing skills in many situations. Finally, designated work spaces that include seating, books, and writing materials allow children to feel comfortable engaging in literacy-related activities.
Two aspects of language in early literacy classrooms are the opportunities for teacher-student interaction and exposure to print (Searfoss et al., 2001). Opportunities for teacher-student interactions in kindergarten classrooms abound during shared book reading, small-group activities, and free-play periods. According to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. Massey (2004), one-third of adult-child interactions should purposefully pur·pose·ful
1. Having a purpose; intentional: a purposeful musician.
2. Having or manifesting purpose; determined: entered the room with a purposeful look. challenge and extend young children's language, such as explaining new vocabulary and encouraging children to make predictions about stories. Teachers also create a print-rich environment by providing exposure to diverse types of print throughout the classroom (Makin, 2003). Posting daily schedules, labeling important objects, and displaying printed directions help children understand the different functions of print and the need to rely on written language to proceed through daily routines.
Finally, effective classroom management comprises the third dimension of literacy-rich environments, even though it does not relate directly to early literacy development. Although a comprehensive review of management strategies is beyond the scope of this paper, research demonstrates that effective literacy teachers make their behavioral expectations clear for all literacy and learning activities. They also teach, facilitate, and strengthen appropriate classroom behavior through consistent reinforcement reinforcement /re·in·force·ment/ (-in-fors´ment) in behavioral science, the presentation of a stimulus following a response that increases the frequency of subsequent responses, whether positive to desirable events, or and feedback (Kame'enui & Simmons, 1990).
Despite knowledge of variables that influence the development of children's early reading skills, little is known about the relationship between performance on early literacy probes and observable aspects of classroom environments. One study examined the link between the classroom literacy environment {as measured by the English Language English language, member of the West Germanic group of the Germanic subfamily of the Indo-European family of languages (see Germanic languages). Spoken by about 470 million people throughout the world, English is the official language of about 45 nations. Learner Classroom Observation Instrument) and DIBELS performance, specifically among English Language Learners (ELLs) (Graves, Ger-sten, & Haager, 2004). Graves et al. found a moderately strong correlation (r = .65) between the quality of the classroom environment and growth in early literacy skills among 186 first-grade ELLs in 14 classrooms. Another recent study examined early literacy skill growth among 69 preschoolers using Individual Growth and Development Indicators (IGDIs) (Missal missal [Lat.,=of the mass], in the Roman Catholic Church, liturgical book containing all directions and texts necessary for the performance of Mass throughout the year. , McConnell, & Cadigan, 2006). The percentage of time children were engaged in literacy-related learning situations, as measured by the Ecobehavioral System for the Complex Assessment of Preschool Environments (ESCAPE; Carta, Greenwood Greenwood.
1 City (1990 pop. 26,265), Johnson co., central Ind.; settled 1822, inc. as a city 1960. A residential suburb of Indianapolis, Greenwood is in a retail shopping area. Manufactures include motor vehicle parts and metal products. , & Atwater, 1985), was correlated cor·re·late
v. cor·re·lat·ed, cor·re·lat·ing, cor·re·lates
1. To put or bring into causal, complementary, parallel, or reciprocal relation.
2. with their rate of growth on three IGDIs, specifically Picture Naming, Rhyming rhyme also rime
1. Correspondence of terminal sounds of words or of lines of verse.
a. A poem or verse having a regular correspondence of sounds, especially at the ends of lines.
b. , and Alliteration alliteration (əlĭt'ərā`shən), the repetition of the same starting sound in several words of a sentence. Probably the most powerful rhythmic and thematic uses of alliteration are contained in Beowulf, . The authors reported correlations between ESCAPE variables and IGDI IGDI Individual Growth and Development Indicators growth rates Growth Rates
The compounded annualized rate of growth of a company's revenues, earnings, dividends, or other figures.
Remember, historically high growth rates don't always mean a high rate of growth looking into the future. ranging from .31 to .71 across four samples of children with varying levels of risk for reading problems.
Purpose of Study
In sum, the use of systematic and periodic progress-monitoring in kindergarten classrooms has begun to receive significant attention due to recent federal legislation and a growing interest among educators in promoting early literacy development to prevent later reading problems. Although a number of models have provided guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. for the use of periodic progress-monitoring within the context of a multi-tiered approach, relatively little attention has been given to how such data are actually used by classroom teachers.
The current study was designed to examine the extent to which kindergarten teachers use information about children's periodic progress to promote early literacy skill development. Specifically, the study sought to address three questions. First, does providing teachers with specific feedback about students' performance on early literacy benchmark probes (DIBELS) lead to greater progress on the DIBELS compared to students of teachers who receive no feedback? Second, does the perceived usefulness of periodic progress-monitoring information differ between teachers who receive feedback about DIBELS performance and those who do not? And, finally, does providing teachers with feedback about student performance lead to greater changes in the overall quality of the literacy environment than no feedback? There is some evidence that having access to progress-monitoring data for all students is more useful than not having such information (Stecker & Fuchs, 2000). Thus, for each question, we predicted that feedback about student performance would lead to higher performance on DIBELS probes, higher ratings among teachers concerning the usefulness of periodic progress-monitoring data, and more positive changes in the overall literacy environment.
Participants included kindergarten teachers (N = 8) and their students (N = 103) in eight classrooms. Contacts were made via e-mail with building principals, who facilitated the recruitment of individual teachers. Teachers from two public (n = 6) and two private (n = 2) schools located in rural or suburban communities in the Midwest agreed to participate in the study. All participating teachers were Caucasian females. According to teacher reports, a system for monitoring children's early literacy skills was not being used in any kindergarten classroom during the time of the study.
Consent forms were distributed to parents of all students in the participating classrooms. The return rate ranged from 75% to 100% across classrooms. In all, parental consent was given for 135 children. Students were excluded from the final sample if they (a) had incomplete DIBELS data due to absence or administration errors, (b) were not proficient pro·fi·cient
Having or marked by an advanced degree of competence, as in an art, vocation, profession, or branch of learning.
An expert; an adept. in English, or (c) refused to participate. Based on these criteria, 32 students were excluded from the study, resulting in a final sample of 103 children (76% of the original sample). Approximately 80% of the child participants were Caucasian, and fewer than 25% qualified for subsidized sub·si·dize
tr.v. sub·si·dized, sub·si·diz·ing, sub·si·diz·es
1. To assist or support with a subsidy.
2. To secure the assistance of by granting a subsidy. school lunch; 60% of the children were female. The eight classrooms (two private school and six public school classrooms) were non-systematically assigned to either the Feedback (n = 55 students) or No Feedback (n = 48 students) condition. Each condition included one private school classroom and three public school classrooms.
Three measurement procedures were implemented over a nine-month period (September through May). Procedures were used to (a) periodically monitor children's progress in early literacy skill development using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002), (b) evaluate classrooms in terms of key components of literacy-rich environments using the Early Language and Literacy Classroom Observation toolkit (ELLCO; Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002), and (c) solicit teacher input regarding the utility of progress-monitoring data using an informal survey developed for this study.
Dynamic Indicators of Basic Early Literacy Skills. The DIBELS benchmark probes included four measures. The first measure, Letter Naming Fluency (LNF LNF - ["A Fully Lazy Higher Order Purely Functional Programming Language With Reduction Semantics", K.L. Greene, CASE Center TR 8503, Syracuse U 1985]. ), requires children to name as many printed upper- and lower-case letters as possible in 1 minute. The score is the total number of letters named correctly in 1 minute (possible range = 0-110). The second measure, Initial Sound Fluency (ISF ISF - Information Systems Factory ), is administered by asking students to select a picture that begins with a target sound after the examiner says the names of the pictures (12 items), or to produce the beginning sound of a pictured object that is named by the examiner (4 items). The total score depends on both the number of correct responses (0-16) and the speed with which the student responds (0-80 s). The score is calculated as follows: (60 x number correct) / seconds. Although ISF is designed for administration during the fall and winter for kindergarten students (Good & Kaminski, 2002), the current study included a spring administration to obtain a measure of growth across the school year. The third measure is Phoneme phoneme
Smallest unit of speech distinguishing one word (or word element) from another (e.g., the sound p in tap, which differentiates that word from tab and tag). The term is usually restricted to vowels and consonants, but some linguists include differences of pitch, Segmentation Fluency (PSF (Print Services Facility) Software from IBM that performs the printer rasterization for IBM's AFP and other page description languages. PSF products are available for IBM mainframes, AS/400 and RS/6000 series and output the IPDS format for IBM printers. ). This task is administered by asking students to segment a word into individual phonemes or sounds. The total score is the number of correct phonemes given in 1 minute (possible range = 0-72). PSF is designed for administration with kindergarten children during the winter and spring; however, the current study included a fall administration to obtain a measure of growth across the school year. Finally, Nonsense Word Fluency (NWF NWF National Wildlife Federation
NWF National Wrestling Federation (Lake Villa, Illinois)
NWF Nonsense Word Fluency
NWF Numerical Weather Forecasting
NWF Native Warez Forum ) is administered by having students read nonsense words, or say individual letter sounds, as quickly as possible. The overall score is the number of correct phonemes given in 1 minute (range = 0-145). Similar to PSF, the NWF task is designed for administration during the winter and spring in kindergarten; however, we included a fall administration to examine growth across the school year.
Early Language and Literacy Classroom Observation. The ELLCO is an observation tool for assessing the quality of preschool and kindergarten literacy environments. It measures multiple variables (structural, language, management) to provide a picture of the overall quality of a classroom in relation to early literacy skill development. Available research indicates acceptable construct validity construct validity,
n the degree to which an experimentally-determined definition matches the theoretical definition. and inter-rater agreement for the ELLCO, as well as utility for measuring environmental changes across time (Smith et al., 2002).
The ELLCO yields a total maximum score ranging from 15 to 124 distributed across three parts: (a) Literacy Environment Checklist (LEC (1) (LAN Emulation Client) A software driver that provides LAN emulation (LANE) in an ATM network. It resides in an ATM end station or in a computer system that provides the LAN to ATM conversion, often known as a LAN access device. See LANE. ), (b) one 40-minute classroom observation and follow-up teacher interview, and (c) Literacy Activities Rating Scale (LARS LARS Launch and Recovery System
LARS Large Animal Research Station
LARS Los Angeles Riot Squad
LARS Los Angeles Radiological Society
LARS Light Artillery Rocket System
LARS Left Add, Right Subtract (artillery fire sighting) ). Consistent with the author guidelines, the LEC was completed when children were not present in the classroom. The checklist focuses on classroom organization and materials and can be completed in about 10 minutes. It consists of 24 items that are scored using either a yes-no format (e.g., "Is an area set aside just for book reading?") or a rating indicating the number of literacy materials available (e.g., "How many varieties of teacher dictation are on display in the classroom?"). The total score on the checklist ranges from 1 to 41.
The classroom observation occurred during 40 minutes of early literacy instruction in each classroom (i.e., structured, teacher-directed time focusing on literacy activities). Six items on the observation protocol reflect aspects of the general classroom environment (e.g., organization of the classroom, classroom management strategies), and eight items relate specifically to language development and literacy instruction (e.g., oral language facilitation Facilitation
The process of providing a market for a security. Normally, this refers to bids and offers made for large blocks of securities, such as those traded by institutions. , approach to book reading). Each item is scored using a five-point scale (1 = Deficient de·fi·cient
1. Lacking an essential quality or element.
2. Inadequate in amount or degree; insufficient.
a state of being in deficit. , 3 = Basic, 5 = Exemplary), for a total possible score ranging from 14 to 70. Descriptive criteria are provided for scores of 1, 3, and 5; observers are encouraged to reserve ratings of 2 or 4 for situations in which evidence exists for multiple ratings. The teacher interview occurred within 1 to 2 days following the observation. The interview protocol consists of six questions designed to clarify the observation and gather additional information to assist in the scoring of observation items.
Finally, the LARS was completed at the end of each observation. Five items on the LARS focus on book reading, using either a yes-no format (e.g., "Did you observe an adult engaged in one-to-one book reading or small-group book reading?") or a 0-2 rating (e.g., "What was the total number of minutes spent on full-group book reading?"). Four LARS items focus on writing activities, using either a yes-no format (e.g., "Did an adult model writing?") or a 0-2 rating (e.g., "How many times did you see an adult help a child write?"). The nine items on the LARS yield a total possible range of scores from 0 to 13.
Teacher survey. An informal survey was given to teachers in May, at the conclusion of all data collection. The survey included eight items for teachers in the Feedback condition and seven items for teachers in the No Feedback condition. Five items requested ratings of the (a) usefulness of feedback for modifying the classroom environment, (b) usefulness of feedback for modifying instructional practices, (c) link between DIBELS probes and the curriculum, (d) accuracy of predicting student performance, and (e) likelihood of continuing to use the probes. Survey items were rated on a Likert scale Likert scale A subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc ranging from 1 to 5, with low scores reflecting low perceptions of usefulness. Teachers in both conditions responded to two open-ended questions asking them to identify the strengths and drawbacks of the study. Finally, teachers in the Feedback condition were asked (a) whether or not knowledge of students' performance affected their classroom environments or instruction, and (b) to explain their reasons for using or not using DIBELS information to make changes.
The four DIBELS probes were administered at three times during the school year - fall (September), winter (January), and spring (May). Each session used alternate forms of the probes, which were administered individually by either the first author or a trained tester. Testers, including the first author, were 10 graduate students in school psychology with experience conducting individual assessments with young children. All testers received a 30-minute training session that included a review of the DIBELS procedures and practice in administering individual probes. Testers other than the first author were unaware of which classrooms were assigned to the Feedback and No Feedback conditions.
A subset A group of commands or functions that do not include all the capabilities of the original specification. Software or hardware components designed for the subset will also work with the original. of student participants (20%) was randomly selected from each classroom at the outset of the study; their probes were simultaneously double-scored for all measurement times. Complete data were available for 15% of ISF administrations and 18% of LNF, PSF, and NWF probes. The agreement rate was calculated for ISF by dividing the lower total score by the higher score. For LNF, PSF, and NWF, agreement was calculated based on the number of items for which there was agreement divided by the total number of items. Mean agreement estimates reflected an adequate level of inter-rater agreement: 86% for ISF (ranging from 34% to 100%), 96% for LNF (64% to 100%), 90% for PSF (51% tol00%), and 89% for NWF (63% to 100%).
Within 1 week following each testing period, the four classroom teachers assigned to the Feedback condition were given specific feed-back regarding their students' performance on the DIBELS probes. The first feedback meeting included (a) an explanation of the DIBELS subtest, what they attempted to measure, and how the benchmarks were established; and, (b) sharing of information regarding individual students' performance. Teachers also received a packet of results indicating each child's performance and his/her level of risk on each DIBELS subtest. The winter and spring feedback meetings included only the data-sharing portion of the original meeting. By design, the feedback meetings did not include discussions or guidelines about using progress-monitoring data to modify instruction or to make changes in the classroom environment. This design feature was intended to preserve a focus on measuring the effects of performance feedback only, without the influence of ongoing support or recommendations for teachers. Following the spring testing (and prior to completing the survey), teachers in the No Feedback condition participated in a meeting with the first author which included a description of the types of information provided by the DIBELS and a set of mock <noinclude></noinclude>
Wikipedia does not currently have an encyclopedia article for .
You may like to search Wiktionary for "" instead.
To begin an article here, feel free to [ edit this page], but please do not create a mere dictionary definition. feedback. The purpose of this meeting was to simulate simulate - simulation a feedback session as a reference for completing the teacher survey.
Classroom observations using the ELLCO were conducted twice during the year, prior to the fall feedback meetings and following the spring feedback meetings. All classroom observations were conducted independently and simultaneously by two observers (either the first author and/or a trained observer) to establish inter-rater agreement. Disagreements in scoring were resolved through discussion, and consensus coding was used to derive a final rating. Observers were seven graduate students in school psychology with experience conducting classroom observations. All observers participated in a 30-minute training session that included a detailed, step-by-step explanation and practice with the observation protocol. Observers were not informed of which classrooms were assigned to the Feedback and No Feedback conditions.
We predicted that students whose teachers received feedback would make differentially greater gains on DIBELS probes compared to students whose teachers did not receive feedback. To test this prediction, DIBELS scores of students in the Feedback versus No Feedback conditions were compared using a 2 x 3 analysis of variance (ANOVA anova
see analysis of variance.
ANOVA Analysis of variance, see there ) with condition (Feedback versus No Feedback) as a between-subjects variable and measurement time (Fall, Winter, and Spring) as a within-subjects variable on each probe. For within-group and interaction effects, Wilks' A was transformed to an F statistic statistic,
n a value or number that describes a series of quantitative observations or measures; a value calculated from a sample.
a numerical value calculated from a number of observations in order to summarize them. and used to establish significance; for between-group effects, the F statistic was derived through typical ANOVA procedures.
DIBELS Performance in Feedback and No Feedback Conditions
Figures 1 through 4 display graphs showing performance among children in the Feedback and No Feedback conditions at each testing time. There were no significant main effects for feedback on DIBELS scores. In partial support of our prediction, however, the Condition x Measurement Time interaction was significant for two of the four probes: (a) LNF, F (2,100) = 7.33, p < .001, [[eta].sup.2] = .13, and (b) PSF, F (2,100) = 4.42, p < .02, [[eta].sup.2] = .08. Each significant interaction effect is depicted de·pict
tr.v. de·pict·ed, de·pict·ing, de·picts
1. To represent in a picture or sculpture.
2. To represent in words; describe. See Synonyms at represent. in Figures 1 and 3. Figure 1 shows the differential gain in the number of letters named correctly in one minute (LNF) among children in the Feedback condition, and Figure 3 depicts the differential gain in the number of correct phonemes in one minute for children in the Feedback versus No Feedback condition.
Follow-up univariate analyses were conducted to evaluate group differences in fall-to-spring gains on each DIBELS probe. The improvement from September to May was significantly higher for children in the Feedback classrooms on three of four probes: (a) LNF, F (1,101) = 12.96, p < .001, [[eta].sup.2] = .11; (b) ISF, F (1,101) = 5.60, p < .02, [[eta].sup.2] = .05; and, (c) PSF, F (1,101) = 8.02, p < .006, [[eta].sup.2]= .07. As shown in Figure 4, change in NWF performance did not differ significantly between the two conditions, F (1,101) = 1.07, p > .05, [[eta].sup.2] = .01.
DIBELS Performance during Fall, Winter, and Spring Testing
Table 1 summarizes children's performance on the DIBELS probes across fall, winter, and spring testing periods. The data presented in Table 1 reveal an increasing trend in performance over time among students in the Feedback and No Feedback conditions, which is expected given the level of maturation maturation /mat·u·ra·tion/ (mach-u-ra´shun)
1. the process of becoming mature.
2. attainment of emotional and intellectual maturity.
3. and development of early literacy skills that typically occurs during kindergarten. Specifically, there was a significant main effect for time on each DIBELS probe: (a) LNF, F (2,100) = 165.24, p < .001, [[eta].sup.2] = .77; (b) ISF, F (2,100) = 41.55, p < .001, [[eta].sup.2] = .45; (c) PSF, F (2,100) = 116.49, p < .001, [[eta].sup.2] = .70; and, (c) NWF, F (2,100) = 98.52, p < .001, [[eta].sup.2] = .66. Follow-up, pairwise comparisons revealed significant fall-to-winter improvement (p < .001) on each probe. Students evidenced significant winter-to-spring gains (p < .001), however, on only two probes, PSF and NWF. Interestingly, there was no improvement in children's LNF scores (p = .17), and children demonstrated a significant decline in performance on the TSF TSF Text Services Framework
TSF TOE Security Functions
TSF Télégraphie Sans Fil (French: former term for radio)
TSF Twelve Step Facilitation (counseling intervention) probe (p < .001) from winter to spring.
Table 1 DIBELS Performance for Feedback and No-Feedback Conditions Across Time Literacy Skill: Feedback No Condition x M(SD) Feedback Time M (SD) (F value) Letter Naming Fluency (LNF) (a) Fall (Sep) 18.1 (12.1) 22.4 (15.0) Winter (Jan) 35.0 (14.9) 34.2 (16.5) 7.33 ** Spring (May) 38.5 (15.4) 34.7 (17.1) [[eta].sup.2] = .13 Initial Sound Fluency (ISF) (b) Fall (Sep) 11.7 (8.5) 13.3 (8.3) 2.89 Winter (Jan) 22.5 (9.4) 20.7 (10.5) [[eta].sup.2] = .06 Spring (May) 18.7 (8.6) 16.1 (6.7) Phonemic Segmentation Fluency (PSF) Fall (Sep) 9.6 (9.4) 12.0 (14.5) 4.42 * Winter (Jan) 20.2 (10.2) 18.9 (11.4) [[eta].sup.2] = .08 Spring (May) 35.1 (9.3) 29.0 (15.1) Nonsense Word Fluency (NWF) (d) Fall (Sep) 7.4 (6.5) 6.7 (8.9) .59 Winter (Jan) 19.6 (12.8) 17.1 (14.3) [[eta].sup.2] = .01 Spring (May) 27.4 (15.7) 23.9 (16.0) * p < .05 ** p < .001
Whereas Table 1 presents the average scores for literacy skill probes, Table 2 summarizes children's performance relative to DIBELS benchmark criteria. Specifically, Table 2 reports the percentage of students in the Feedback and No Feedback conditions who fell within each risk category based on DIBELS benchmarks. According to the DI-BELS authors, typical classroom scores should reflect about 60-80% of students "at benchmark" (or displaying skills that are "established"), with an additional 15-20% having "some risk" ("emergent emergent /emer·gent/ (e-mer´jent)
1. coming out from a cavity or other part.
2. pertaining to an emergency.
1. coming out from a cavity or other part.
2. coming on suddenly. " skills) and 5-15% "at risk" ("deficit" skills). Using these normative nor·ma·tive
Of, relating to, or prescribing a norm or standard: normative grammar.
nor guidelines, the fall performance patterns shown in Table 2 reflect a distribution of scores for both Feedback and No Feedback classrooms that is considered acceptable. At least 60% of students met or exceeded the benchmark criteria for ISF (62% and 71%) and for LNF (76% and 77%) performance.
Table 2 DIBELS Performance Relative to Fall, Winter, and Spring Benchmarks across Feedback and No-Feedback Conditions ISF (a) % Established % Emerging % Deficit Fall Benchmark Distribution: Feedback (n = 55) 62 25 13 No-Feedback (n = 48) 71 23 6 Winter Benchmark Distribution: Feedback (n = 55) 38 56 6 No-Feedback (n = 48) 25 65 10 Spring Benchmark Distribution: Feedback (n = 55) -- -- -- No-Feedback (n = 48) -- -- -- LNF % Benchmark % Some Risk % At-Risk Fall Benchmark Distribution: Feedback (n = 55) 76 18 6 No-Feedback (n = 48) 77 19 4 Winter Benchmark Distribution: Feedback (n = 55) 71 20 9 No-Feedback (n = 48) 69 21 10 Spring Benchmark Distribution: Feedback (n = 55) 42 36 22 No-Feedback (n = 48) 35 27 38 PSF (a) % Established % Emerging % Deficit Fall Benchmark Distribution: Feedback (n = 55) -- -- -- No-Feedback (n = 48) -- -- -- Winter Benchmark Distribution: Feedback (n = 55) 64 24 13 No-Feedback (n = 48) 56 23 21 Spring Benchmark Distribution: Feedback (n = 55) 49 49 2 No-Feedback (n = 48) 44 35 21 NWF (a) % Benchmark % Some Risk % At-Risk Fall Benchmark Distribution: Feedback (n = 55) -- -- -- No-Feedback (n = 48) -- -- -- Winter Benchmark Distribution: Feedback (n = 55) 71 18 11 No-Feedback (n = 48) 54 19 27 Spring Benchmark Distribution: Feedback (n = 55) 51 33 16 No-Feedback (n = 48) 40 29 21 (a) Benchmark criteria are not established for ISF in spring or for PSF and NWF in fall for kindergarten.
During winter testing, however, the distribution of PSF and NWF performance for children in the No Feedback condition was lower than established criteria. For both PSF and NWF, fewer than 60% of students in the No Feedback condition scored "at benchmark" (skills are "established), and the proportion of students in the "at risk" category (skills are "deficit") was above 20%. In contrast, the percentages of children in the Feedback condition performing at benchmark versus at risk were consistent with normative criteria.
Finally, as shown in Table 2, the performance on the ISF measure for both Feedback and No Feedback conditions revealed that many students failed to demonstrate sufficient progress according to normative expectations. Fewer than 40% of students had "established" this skill as expected by the middle of kindergarten. This trend of insufficient progress, particularly among children in No Feedback classrooms, was even more noticeable during the spring testing period. With one exception, less than half (< 50%) of students across both conditions demonstrated performance at "established" or "benchmark" levels on DIBELS probes as expected by the end of kindergarten. Parallel increases in the proportion of students in the two risk categories also occurred during the spring testing. In summary, although children generally demonstrated significant improvement across time (Table 1), the benchmark performance (Table 2) suggests that overall progress relative to DIBELS normative data may have been insufficient to ensure future reading success for most children.
Perceptions of Usefulness of Progress-Monitoring Data and Effect on Classroom Environment
Table 3 presents the scores on the end-of-year survey for each teacher in the Feedback and No Feedback conditions. A Mann-Whitney U test was used to compare survey responses of teachers between the two conditions. The results from this analysis revealed no significant differences between groups for the total score or for any individual survey item. Teachers' perceptions of the utility of progress-monitoring data were similar, regardless of whether they actually received information about student progress.
Table 3 Teacher Survey and ETLCO Total Scores for Classrooms in Feedback and No Feedback Conditions ELLCO (a) ELLCO ELLCO Teacher Condition: Classroom Fall Spring Fall-Spring Survey (b) (Sep) (May) Change Feedback Condition: Classroom 1 72 75 +3 15 Classroom 2 66 80 +14 15 Classroom 3 80 91 +9 12 Classroom 4 86 95 +9 18 No-Feedback Condition: Classroom 5 85 96 +11 23 Classroom 6 76 78 +2 22 Classroom 7 67 68 +1 17 Classroom 8 72 99 +27 13 (a) ELLCO total score range: 15-124. (b) Teacher survey total score range: 5-25.
Table 3 also presents the ELLCO total scores for classrooms in the Feedback and No Feedback conditions during fall (September) and spring (May) measurement. A Wilcoxon Signed Ranks test showed significant change across time for all classrooms (Z = -2.52; p < .01). Change scores (see Table 3) were calculated for each classroom and compared using a Mann-Whitney U test. Again, contrary to what we predicted, there were no significant differences between groups. The classrooms of teachers in both conditions demonstrated similar improvement in ELLCO scores over time. Despite improvement in the overall quality of the early literacy environment from fall to spring for classrooms, it is interesting to note that the correlations between ELLCO scores and median DIBELS scores in the spring were low to moderate, ranging from .17 (ISF) to .31 (LNF).
This study was designed to evaluate the effects of providing feedback to kindergarten teachers about children's progress in early literacy skill development. The study examined the effects of feedback on children's performance on the DIBELS, the quality of classroom literacy environments, as well as teachers' perceptions of the utility of progress-monitoring data. Students of teachers in the Feedback condition demonstrated greater improvement on literacy skills compared to students of teachers in the No Feedback condition; these observed differences were statistically significant for two subtests, LNF and PSF. These findings suggest that providing feedback to teachers about children's early literacy progress served to increase the performance of their students on subsequent testing, more so than students of teachers who received no feedback. Importantly, these effects were achieved without providing training, recommendations for using the feedback, or ongoing consultative support to help teachers implement instructional changes.
Despite statistically significant differences between the two conditions, the proportion of students who met DIBELS benchmark goals at the end of kindergarten did not exceed 51% for either condition. Although feedback led to differentially greater improvement among students, the overall educational significance of providing performance feedback appears to be limited. Specifically, feedback alone was not sufficient for teachers to meet the instructional needs of all children in their classrooms given that most students were below benchmark at the end of the year. Further evidence that feedback alone has limited benefit was observed in teachers' perceptions of the utility of the information they received. Teachers in the Feedback condition reported that information about children's progress had only "limited" to "moderate" influence on their instructional practices and that it was "limited" or "somewhat useful" in terms of altering their classroom environments. Overall, teachers did not find feedback highly useful, either because they did not know how to use the information or because they did not have the resources necessary to make instructional modifications. This finding is consistent with previous research on CBM which underscores the limitations of simply providing teachers with performance data, without efforts to demonstrate instructional adaptations, provide training to teachers, or monitor classroom changes (Stecker et al., 2005).
Based on the ELLCO scores, there were no differences in the degree to which the quality of classroom environments improved over time between the Feedback versus No Feedback conditions. Although contrary to our original prediction, this finding is not surprising in light of the information teachers received about their students' DIBELS performance during the fall (September) and winter (January) feedback meetings. When feedback meetings occurred in the fall, DIBELS scores reflected an acceptable distribution of students meeting benchmark criteria (see Table 2). At least 60% of students were "at benchmark" for ISF and LNF, and less than 15% fell into the "at risk" category. Based on these data, teachers most likely concluded that students were making adequate progress and that major changes to their classroom environment were not warranted. Similarly, when feedback was provided in the winter, more than 60% of students were at benchmark on three subtests (LNF, PSF, and NWF), and only 6% were "at risk" on the fourth subtest (ISF). Again, these performance data did not signal to teachers the need for classroom modifications. In the spring, however, most students (more than 50%) scored below benchmark on all subtests. These spring performance data were shared with teachers too late for them to modify their classrooms or to make instructional adaptations, especially for students who were considered to be "at risk." In general, this suggests that more frequent monitoring may be required to maintain an appropriate number of students at benchmark throughout the school year.
The findings from this study extend existing research in two important ways. First, unlike previous research (e.g., Graney & Shinn, 2005), feedback in this study included information about the performance of all students in the classroom, not exclusively students with low reading performance. The universal progress-monitoring and whole-class feedback provided to teachers may be more beneficial than feedback targeting individual students in terms of maximizing achievement for all learners. Second, the results of this study suggest that providing teachers with feedback from periodic, classwide progress-monitoring can lead to greater gains in students' performance than providing no feedback at all. At the same time, however, the fact that students lost ground compared to DIBELS benchmarks throughout the year indicates that more frequent monitoring and more useful feedback may have been required to make important classwide changes that help most students. Thus, this study is an important step toward further research that explores the effects of more frequent feedback and/or different levels of support with feedback (e.g., feedback with instructional recommendations) to maximize the educational impact of the information contained in DIBELS scores.
As with any research, this study has limitations. First, the sample was comprised of teachers and students who were fairly homogeneous The same. Contrast with heterogeneous.
homogeneous - (Or "homogenous") Of uniform nature, similar in kind.
1. In the context of distributed systems, middleware makes heterogeneous systems appear as a homogeneous entity. For example see: interoperable network. with respect to racial (Caucasian) and socioeconomic background (middle- to upper-middle class), thus limiting the external validity External validity is a form of experimental validity.[1] An experiment is said to possess external validity if the experiment's results hold across different experimental settings, procedures and participants. of the study. As a result, there are restrictions in the extent to which the findings can be generalized gen·er·al·ized
1. Involving an entire organ, as when an epileptic seizure involves all parts of the brain.
2. Not specifically adapted to a particular environment or function; not specialized.
3. to other samples or contexts, including high-poverty schools, English Language Learners, or racially diverse teachers and students. Second, the sample size was small. Although we included a relatively large number of student participants (N = 103), the number of teacher participants was much lower (N = 8). This presents a potential problem in terms of our unit of analysis. Specifically, treatment condition was randomly assigned at the classroom or teacher level; outcomes, however, were assessed at the student level. Although this approach to data analysis is fairly common in educational research, it is important to bear in mind that the observations of students within classrooms are not independent. Rather, they are inextricably in·ex·tri·ca·ble
a. So intricate or entangled as to make escape impossible: an inextricable maze; an inextricable web of deceit.
b. linked to classroom and teacher variables. This increases the possibility that the results we found were produced by a classroom or teacher variable, other than providing feedback, that was not directly measured.
An additional limitation of this study relates to the use of the DIBELS as an outcome measure. This study failed to include an independent measure of early reading skills. As such, the feedback measure (DIBELS) was also the outcome measure. This potentially allowed teachers in the Feedback condition to "teach to the test." In this study, however, teacher self-reports suggested it was unlikely they made overt Public; open; manifest.
The term overt is used in Criminal Law in reference to conduct that moves more directly toward the commission of an offense than do acts of planning and preparation that may ultimately lead to such conduct.
OVERT. Open. attempts to improve students' performance on the DIBELS. A second potential problem in using the DIBELS is evident in the observation that students seemed to get worse across time compared to the benchmark goals. This phenomenon is somewhat common for measures like the DIBELS, which utilize fluid benchmark scores. That is, the DIBELS' criterion for achieving "benchmark" performance changes over time, and students must make regular progress throughout the year to maintain their benchmark status. Some alternative measures utilize specific fixed criteria, which hold the criterion constant across time and emphasize children's progress toward the ultimate goal. The use of such an alternative criterion-referenced measure to assess early literacy outcomes at pre- and post-intervention may have reflected normative gains in early literacy skills, rather than an apparent decline. Although many standardized measures of literacy development assess similar skills as the DIBELS, a measure that relies on specific fixed criteria rather than fluid benchmark cutoff scores may provide a more stable indication of student growth.
The results of this study point to some possible directions for future research. First, with the increased focus on implementation of RTI, research should continue to examine the application of periodic progress-monitoring in classrooms. In particular, given the pattern of student performance on DIBELS across time (i.e., performance was acceptable in fall and winter, but inadequate by spring), further research may determine whether three data collection points are sufficient for teachers to adequately evaluate their classroom practices and make classroom adjustments. Overall, using DIBELS as a progress-monitoring tool within an RTI framework has the potential to help teachers make efficient changes in classroom instruction to help students make progress in reading at the critical early stages. Based on the mixed results of this study, however, more research appears to be needed to make the provision of DIBELS performance feedback a strong intervention.
The effect of progress-monitoring data on both classroom instruction and students' development of early literacy skills remains an important area for continued research. Teachers in the current study who received feedback reported that student progress information did not influence their instructional practices. Moreover, the ELLCO data confirmed that teachers in the Feedback condition did not make more adjustments in their classroom environments compared to teachers who received no feedback. Nevertheless, their students demonstrated greater improvement in the development of certain early literacy skills. In light of these findings, future research should take a closer look at the processes by which these differences emerged, given that neither teacher reports nor classroom observations revealed any significant indicators of differential environmental change.
Finally, future research should focus more explicitly on classroom instructional strategies. Although general literacy instruction as captured by the ELLCO may not have been influenced by feedback, it remains possible that teachers initiated other types of changes in response to feedback about children's performance. For example, in many kindergarten classrooms, students who fall below expected performance levels often receive additional practice opportunities, individual tutoring from an aide or volunteer, or a stronger focus on literacy skills. Teachers may not regard these types of adaptations as actual changes in their instruction or environment, and the ELLCO is certainly not sensitive to such adjustments at the individual student level. Future research, therefore, should obtain classroom data related directly to instruction (e.g., amount, intensity, frequency). Collecting such data as part of this study may have detected individualized modifications teachers made in response to student performance feedback and helped to explain the greater improvement of students in the Feedback condition. Careful selection and collection of data related to instructional techniques would also allow for an analysis of the relationship between instruction and DIBELS performance. Future research that attempts to replicate rep·li·cate
1. To duplicate, copy, reproduce, or repeat.
2. To reproduce or make an exact copy or copies of genetic material, a cell, or an organism.
A repetition of an experiment or a procedure. this study would be sharpened by including a direct measure of instructional strategies.
In sum, this study addressed questions relevant to periodic progress-monitoring of early literacy skills among kindergarten children. The results suggested that providing teachers with feedback does lead to greater improvements in student performance on some DIBELS subtests compared to no feedback. The methods teachers use to bring about these improvements, however, remain unclear. Teachers who received feedback reported limited utility of the information for implementing changes in classroom practice; likewise, classroom observations showed that changes to the environment were neither systematically influenced by feedback nor strongly correlated with DIBELS performance. Further knowledge about how teachers can be supported in their efforts to make use of student progress data and to promote early literacy development for all children is critical for advancing an RTI model and preventing reading failure.
Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.
Carta, J. J., Greenwood, C. R., & Atwater, J, (1985). Ecobehavioral System. for the Complex Assessment of Preschool Environments. Kansas City Kansas City, two adjacent cities of the same name, one (1990 pop. 149,767), seat of Wyandotte co., NE Kansas (inc. 1859), the other (1990 pop. 435,146), Clay, Jackson, and Platte counties, NW Mo. (inc. 1850). , KS: Juniper juniper, any tree or shrub of the genus Juniperus, aromatic evergreens of the family Cupressaceae (cypress family), widely distributed over the north temperate zone. Many are valuable as a source of lumber and oil. Gardens Children's Project, Bureau of Child Research Project, University of Kansas The University of Kansas (often referred to as KU or just Kansas) is an institution of higher learning in Lawrence, Kansas. The main campus resides atop Mount Oread. .
Casey, A., & Howe, K. (2002). Best practices in early literacy skills. In A. Thomas & J. Grimes Grimes is a surname, that is believed to be of a Scandinavian decent and may refer to
- Aoibhinn Grimes
- Ashley Grimes
- Barbara Grimes, a Chicago murder victim
- Burleigh Grimes (1893–1985), US baseball player
- Camryn Grimes
- Charles Grimes
Coleman, M. R., Buysse, V., & Neitzel, J. (2006). Response and recognition: An early intervening system for young children at-risk for learning disabilities. Full report. Chapel Hill, NC: The University of North Carolina at Chapel Hill The University of North Carolina at Chapel Hill is a public, coeducational, research university located in Chapel Hill, North Carolina, United States. Also known as The University of North Carolina, Carolina, North Carolina, or simply UNC , FPG FPG Fasting plasma glucose, see there Child Development Institute.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to responsiveness-to-intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 92-99.
Fuchs, L. S., Fuchs, D., Hamlett, C. E., Phillips, N. B., & Karns, K. (1995). General educators' specialized spe·cial·ize
v. spe·cial·ized, spe·cial·iz·ing, spe·cial·iz·es
1. To pursue a special activity, occupation, or field of study.
2. adaptation for students with learning disabilities. Exceptional Children, 61, 440-459.
Good, R. H., Gruba, J., & Kaminski, R. A. (2002). Best practices in using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an outcomes-driven model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 699-720). Bethesda, MD: National Association of School Psychologists.
Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: University of Oregon The University of Oregon is a public university located in Eugene, Oregon. The university was founded in 1876, graduating its first class two years later. The University of Oregon is one of 60 members of the Association of American Universities. , Institute for the Development of Education Achievement.
Good, R. H., Kaminski, R. A., Smith, S. B., Kame'enui, E. J., & Wallin, J. (2003). Reviewing outcomes: Using DIBELS to evaluate kindergarten curricula and interventions. In S.R. Vaughn & K.L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 221-266). Baltimore: Brookes.
Graney, S. B., & Shinn, M. R. (2005). Effects of reading curriculum-based measurement (R-CBM) teacher feedback in general education classrooms. School Psychology Review, 34, 184-201.
Graves, A. W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple-language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice, 19, 262-272.
Juel, C. (1988). Learning to read and write: A longitudinal study longitudinal study
a chronological study in epidemiology which attempts to establish a relationship between an antecedent cause and a subsequent effect. See also cohort study. of 54 children from first to fourth grades. Journal of Educational Psychology, 80, 437-447.
Kame'enui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill.
Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
Makin, L. (2003). Creating positive literacy learning environments in early childhood. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 327-337). Thousand Oaks Thousand Oaks, residential city (1990 pop. 104,352), Ventura co., S Calif., in a farm area; inc. 1964. Avocados, citrus, vegetables, strawberries, and nursery products are grown. , CA: Sage.
Massey, S. L. (2004). Teacher-child conversation in the preschool classroom. Early Childhood Education Journal, 31, 227-231.
Missal, K. N., McConnell, S. R., & Cadigan, K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention ear·ly intervention
n. Abbr. EI
A process of assessment and therapy provided to children, especially those younger than age 6, to facilitate normal cognitive and emotional development and to prevent developmental disability or delay. , 29, 1-21.
Neuman, S. B., & Dickinson, D. K. (Eds.). (2001). Handbook of early literacy research. New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Guilford Press.
Scarborough, H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid serial naming, and IQ. Annals an·nals
1. A chronological record of the events of successive years.
2. A descriptive account or record; a history: "the short and simple annals of the poor" of Dyslexia dyslexia (dĭslĕk`sēə), in psychology, a developmental disability in reading or spelling, generally becoming evident in early schooling. To a dyslexic, letters and words may appear reversed, e.g. , 48, 115-136.
Scott, B. J., Vitale, M. R., & Masten, W. G. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial REMEDIAL. That which affords a remedy; as, a remedial statute, or one which is made to supply some defects or abridge some superfluities of the common law. 1 131. Com. 86. The term remedial statute is also applied to those acts which give a new remedy. Esp. Pen. Act. 1. and Special Education, 19, 106-119.
Searfoss, W., Readence, J., & Mallette, M. (2001). Helping children learn to read: Creating a classroom literacy environment, Toronto: Allyn & Bacon.
Simmons, D. C, Kame'enui, E. J., Coyne, M. D., & Chard, D. J. (2002). Effective strategies for teaching beginning reading. In E.J. Kame'enui, D.W. Carnine, R.C. Dixon, D.C. Simmons, & M.D. Coyne (Eds.), Effective teaching strategies that accommodate diverse learners (2nd ed., pp. 53-92). Columbus, OH: Merrill Prentice Hall Prentice Hall is a leading educational publisher. It is an imprint of Pearson Education, Inc., based in Upper Saddle River, New Jersey, USA. Prentice Hall publishes print and digital content for the 6-12 and higher education market. History
In 1913, law professor Dr. .
Smith, M. W., Dickinson, D. K., Sangeorge, A., & Anastasopoulos, L. (2002). Early Language and Literacy Classroom Observation Toolkit, research edition. Baltimore: Brookes.
Snow, C. E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Stecker, P. M., & Fuchs, L. S. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disabilities Research & Practice, 15, 128-134.
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795-819.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
Carrie Ball
Ball State University
Maribeth Gettinger
University of Wisconsin-Madison "University of Wisconsin" redirects here. For other uses, see University of Wisconsin (disambiguation).
A public, land-grant institution, UW-Madison offers a wide spectrum of liberal arts studies, professional programs, and student activities.
Correspondence to Carrie Ball, PhD, Department of Educational Psychology, Ball State University, Muncie, IN 47306; e-mail: email@example.com.
Reader Opinion
|Printer friendly Cite/link Email Feedback
|Ball, Carrie; Gettinger, Maribeth
|Education & Treatment of Children
|Article Type:
|Geographic Code:
|May 1, 2009
|Previous Article:
|Advances in Evidence-Based Education: A Roadmap to Evidence-Based Education.
|Next Article:
|The use of audio prompting to assist mothers with limited English proficiency in tutoring their pre-kindergarten children on English vocabulary.