LEADER 06561nam 22008055 450 001 9910254682303321 005 20200706172047.0 010 $a1-4939-2803-1 024 7 $a10.1007/978-1-4939-2803-3 035 $a(CKB)3710000000531752 035 $a(EBL)4189298 035 $a(SSID)ssj0001637306 035 $a(PQKBManifestationID)16395513 035 $a(PQKBTitleCode)TC0001637306 035 $a(PQKBWorkID)14956372 035 $a(PQKB)10119344 035 $a(DE-He213)978-1-4939-2803-3 035 $a(MiAaPQ)EBC4189298 035 $a(EXLCZ)993710000000531752 100 $a20151211d2016 u| 0 101 0 $aeng 135 $aurcn|nnn||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Fluency Construct $eCurriculum-Based Measurement Concepts and Applications /$fedited by Kelli D. Cummings, Yaacov Petscher 205 $a1st ed. 2016. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d2016. 215 $a1 online resource (xiv, 386 pages) $cillustrations 300 $aDescription based upon print version of record. 311 $a1-4939-2802-3 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aPreface -- Chapter 1. What is Fluency?; Gina Biancarosa and Lina Shanley -- SECTION ONE: Applied Use of Fluency Measures -- Chapter 2. Indicators of Fluent Writing in Beginning Writers; Kristen D. Ritchey, Kristen L. McMaster, Stephanie Al Otaiba, Cynthia S. Puranik, Young-Suk, Kim, David C. Parker, Miriam Ortiz -- Chapter 3. Mathematics Fluency?More than the Weekly Timed Test; Ben Clarke, Nancy Nelson, Lina Shanley -- Chapter 4. Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions; Erica S. Lembke, Abigail Carlisle, Apryl Poch -- Chapter 5. Using Oral Reading Fluency to Evaluate Response to Intervention and to Identify Students not Making Sufficient Progress; Matthew K. Burns, Benjamin Silberglitt, Theodore J. Christ, Kimberly A. Gibbons, Melissa Coolong-Chaffin -- SECTION TWO: Considerations for Test Development -- Chapter 6. Foundations of Fluency-Based Assessments in Behavioral and Psychometric Paradigms; Theodore J. Christ, Ethan R. Van Norman, Peter M. Nelson -- Chapter 7. Using Response Time and Accuracy Data to Inform the Measurement of Fluency; John Prindle, Alison M. Mitchell, Yaacov Petscher -- Chapter 8. An Introduction to the Statistical Evaluation of Fluency Measures with Signal Detection Theory; Keith Smolkowski and Kelli D. Cummings -- Chapter 9. Different Approaches to Equating Oral Reading Fluency Passages; Kristi L. Santi, Christopher Barr, Shiva Khalaf, David J. Francis -- SECTION THREE: Advanced Research Methods -- Chapter 10. Using Individual Growth Curves to Model Reading Fluency; D. Betsy McCoach and Huihui Yu -- Chapter 11. Introduction to Latent Class Analysis for Reading Fluency Research; Jessica A.R. Logan and Jill M. Pentimonti -- Chapter 12. Using Latent Change Score Analysis to Model Growth and Causality in Fluency Skills; Yaacov Petscher, Sharon Koon, Sarah Herrera -- Chapter 13. Conclusion: Oral Reading Fluency or Reading Aloud from Text: An Analysis through a Unified View of Construct Validity; Christine A. Espin and Stanley L. Deno. 330 $aThis book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work. 606 $aChild psychology 606 $aSchool psychology 606 $aLanguage and education 606 $aApplied linguistics 606 $aEducational psychology 606 $aEducation?Psychology 606 $aNeuropsychology 606 $aSocial service 606 $aChild and School Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12040 606 $aLanguage Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O23000 606 $aApplied Linguistics$3https://scigraph.springernature.com/ontologies/product-market-codes/N13000 606 $aEducational Psychology$3https://scigraph.springernature.com/ontologies/product-market-codes/O39000 606 $aNeuropsychology$3https://scigraph.springernature.com/ontologies/product-market-codes/Y12030 606 $aSocial Work$3https://scigraph.springernature.com/ontologies/product-market-codes/X21000 615 0$aChild psychology. 615 0$aSchool psychology. 615 0$aLanguage and education. 615 0$aApplied linguistics. 615 0$aEducational psychology. 615 0$aEducation?Psychology. 615 0$aNeuropsychology. 615 0$aSocial service. 615 14$aChild and School Psychology. 615 24$aLanguage Education. 615 24$aApplied Linguistics. 615 24$aEducational Psychology. 615 24$aNeuropsychology. 615 24$aSocial Work. 676 $a150 676 $a371.264 702 $aCummings$b Kelli D$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aPetscher$b Yaacov$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910254682303321 996 $aThe Fluency Construct$92490569 997 $aUNINA