University of Iowa

Researchers

Accuracy in Identifying Students' Miscues During Oral Reading: A Taxonomy of Scorers' Mismarkings

Deborah K. Reed, Ph.D.

Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty in accurately identifying students’ miscues. To identify and tabulate scorers’ mismarkings, this study employed examiners and raters who scored 15,051 words from 108 passage readings by students in Grades 5 and 6.

Instruction in District-Designed Intensive Summer Reading Programs

Deborah K. Reed, Ph.D.

This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade.

Comparing Approaches for Students in Special Education Taking Notes on Science Texts

Deborah K. Reed, Ph.D.

Note taking strategies may improve the accessibility of authentic science texts to students in special education, thereby creating more equitable learning opportunities. This experimental study examined the extent to which secondary students with disabilities could learn to take notes on authentic science texts in a split-page or science-specific graphic organizer format.

Teacher being checked for fidelity

Defining Fidelity Categories When Implementing Reading Interventions

By:  
Jessica Sidler Folsom, Ph.D.
Sandy A. Schmitz, Ph.D.
Deborah K. Reed, Ph.D.

Posted on: July 31, 2018
When tracking teachers’ fidelity during implementation of a literacy intervention, both use of the intervention components and quality of intervention delivery should be measured, keeping an eye out for both global and lesson-specific components.