Global Educators Cohort Program - Teacher Education

Click here for Site Map
Jump to Main Content


Directions:

The researcher below has agreed to actively monitor the "Discussion" pages associated with her research efforts for a three week period starting Monday, February 16, and ending Friday, March 6, 2009. In order to facilitate a discussion of this work, information has been posted below. To discuss your questions, comments and suggestions with the researcher please:
  1. “click” on the “discussion” tab that is at the top of this page. (You must "Sign In" to see the "discussion" tab. If you do not have a username/password, please click on "Join" to establish them.)
  2. type your message (i.e., question, comment, suggestion, etc.), then “click” on the “post” button that is at the bottom of the page. One or more of the researchers will then respond to your message in a post to the discussion board.

If you would like to receive a notification of new posts to this discussion board, please “click” on the “notify me” tab that is at the top of this page. (You must "Sign In" to see the "notify me" tab. If you do not have a username/password, please click on "Join" to establish them.) If you need assistance in using this wiki space, please “click” on the “Directions & Help” link that you will find at the bottom of the left-hand menu bar.


  • Topic: Research In Progress Monitoring (RIPM): Deaf/ Hard of Hearing and Students with Additional Disabilities
  • Title: Computer Based Monitoring of Literacy (Reading and Written Expression) Growth with Students who are Deaf or Hard of Hearing (Currently in Development)
  • Contact Information: Susan Rose/University of Minnesota
  • Type of Research: Mixed Methods: Quantitative & Qualitative Note:This is a developmental project currently underway.
  • Subject Pool: Students with hearing loss ranging in ages from 8 -13 years of age
  • Setting: Classroom settings including residential , day and inclusion programs.
  • Number: Initially we are hoping for 60 students.
  • Research Description: Comparisons will be made between student performance on:
    • Paper-Pencil Maze -1 min passages and Web based 1 min. Maze passages
    • Teacher ratings on Story Retell performances given a text to read and retell live versus web-based recording.
    • Written Expression using paper-pencil versus computer based written expression (3 min, 5, min & 7 min samples) produced by students who are deaf/ hh
    • Comparisons will consider efficiency in administration and scoring, technical adequacy, frequency of use, effect on making instructional decisions, teachers’ and students’ use of goal setting and data management.
  • Research Description:

Study 1:
Reading (MAZE)
Reliability/ Validity
Study 2:
Reading (MAZE)
Rate of Progress
Study 3:
Alternative Measures
Silent Reading Fluency (SRFT)
Study 4:
Written Expression
Tech Adequacy of Scoring Procedures
Main Research Questions
What is the validity and reliability of CBM MAZE measures when used with D/HH/MD students?
(alternative form, interrater reliability, content validity)
Can CBM measures be used to reliably monitor reading progress among students with hearing loss and additional disabilities?
What is the validity and reliability of Silent Reading Fluency (SRFT) measures when used with D/HH/MD students?
What scoring procedures provide the maximum technical adequacy and sensitivity to progress?
Measures and Time
*Out of Grade Level Assessments
(BASS; Common; Edcheckup)
1 min.
*Out of Grade Level Assessments
(BASS; Common; Edcheckup)
1 min.
SRFT ( grades 3-6)

4 min.

3 min. writing samples in response to picture prompts
TWW,WSC, TTR, CWS/IWS, Sub-Verb Agreement; Correct Morph/ Inc Morph
Criterion Variables
NWEA:MAP Reading
Teacher Ratings: Reading/Comm
NWEA:MAP Reading
Teacher Ratings: Reading/Comm
TOSCRF (Hammil et.al)
Teacher Ratings:
Reading/Comm
NWEA: MAP
TOWL
Teacher Ratings
Results
Stronger technical adequacy for elementary students across populations. Strong correlations (.93) with NWEA across all grade levels and all groups.
Rate of growth: elem. similar to hearing pop. (2.3 words correct/yr). Plateaus at middle school with a slight drop in 10th,11th grades.
SRFT has Strong technical characteristics at Elem. inadequate with middle/hs groups.
CWS-IWS, WSC, strong criterion validity (.85+), Correct morphemes use promising.
demo. prog. high-low & time









Back to "Research Forum" page