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By Jennifer S. Knutson, Deborah C. Simmons, Roland Good, III, and Sarah H. McDonagh. Article from the journal Assessment for Effective Intervention, Volume 29, No. 4. Case studies of two children who demonstrated significant and sustained lack of adequate response to treatment are profiled. Results indicated that reducing group size, using formative assessment, and implementing mastery learning criteria produced positive trends on indicators of oral reading fluency. Students' reading outcomes provide evidence of the importance of timely data-based instructional adjustments. | |