Formative assessment measures are commonly used in schools to assess early literacy skills as indicators of reading acquisition and to design instruction accordingly. The purpose of this research was to investigate the incremental predictive validity of formative assessment measures of reading comprehension. It was hypothesized that formative measures of reading comprehension will contribute more to our understanding of students' overall reading abilities than simply Oral Reading Fluency (ORF). It was also hypothesized that these measures can be modeled in a meaningful way to explain student performance on criterion measures of academic competence. Four formative measures of reading comprehension---Maze (MZ), Retell Fluency (RTF), Written Retell (WRT), and Sentence Verification Technique (SVT)---were used to measure unique aspects of reading comprehension through production-type responses in an efficient and instructionally meaningful way. The Group Reading Assessment and Diagnostic Evaluation (GRADE) was used as a measure of overall reading proficiency while the Massachusetts Comprehensive Assessment System (MCAS) was used as a measure of academic competence. Data were collected from 111 fourth grade students from two Western Massachusetts elementary schools. Four multiple regression equations were computed to test the hypothesis that measures of reading comprehension will contribute more to our understanding of reading proficiency than ORF alone. Each measure significantly predicted performance on GRADE above and beyond that predicted by ORF. A larger multiple regression equation was used to evaluate which measure predicted a unique and significant proportion of the variance in reading proficiency. The MZ, SVT and WRT were significant predictors in the model. Using the measures found to be significant with ORF, a logistic regression analysis was computed to evaluate how reliably the newly constructed model predicted a pass or fail status on the fourth grade English Language Arts section of MCAS. None of the predictors were significant. An additional multiple regression analysis was computed to predict MCAS performance and the newly constructed model of reading proficiency. This model predicted approximately .66 of the variability in MCAS performance.

Reading is a skill that unlocks the doors of learning and success. It is commonly accepted that reading is a foundational skill that plays a major role in a child's academic success. The history of teaching reading includes many theories about the development of reading, the source of reading difficulties, and interventions for remediation. A large body of research has demonstrated that reading difficulties stem from a phonological basis and interventions that target this area are generally beneficial in helping improving reading skills (National Reading Panel, 2000; Shaywitz, 2003; Stanovich, 1986). However, there are some who even with extensive intervention continue to struggle to read. Helen Irlen (2005) proposed that these people may experience visual-perceptual distortions when reading high-contrast text (black on white background). Irlen claims that symptoms of this disorder, termed Scotopic Sensitivity or Irlen Syndrome, can be alleviated by the use of color overlays or filters (tinted glasses). Research into the existence of this syndrome and the effectiveness of the overlays and filters to remediate reading problems has been inconsistent and criticized for lacking scientific rigor and heavy reliance on subject report of improvement. The present study seeks to evaluate differences that may exist in eye movements and reading fluency when subjects diagnosed with IS read text with and without color overlays. Participants were screened with the Irlen Reading Perceptual Scale (IRPS) to determine whether or not they suffered from the syndrome. From this screening, participants chose an overlay reported to alleviate distortions or discomfort they experienced when reading. They were then asked to read 18 passages under three conditions—with a clear overlay, with their chosen overlay, and with a random overlay—while their eye movements were recorded. Results indicated that participants showed no improvement in eye movement or reading fluency when they read passages with an optimum (chosen) overlay verses a clear overlay or a random overlay.

The APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and approaches support the aims and objectives of the Scottish Curriculum for Excellence, by analysing how they exemplify models of learning compatible with the CfE philosophy. It also includes the evaluation of a comprehensive literacy programme and a number of evaluation studies of early literacy initiatives the author undertook within the local authority. Module 2, the literature review, explores and extends my understanding of early literacy development, and studies various influences and core skills underpinning it. I also discuss some models of reading development, with a particular focus on the development of early reading. I discuss how these relate to instructional and intervention practices, especially in relation to pupils with weak early skills. The main research focus of Modules 3 and 4 is an evaluation of the use and usefulness of developmentally based screening tools for early reading I had developed, the degree to which they help identify children with poor skills, and the degree to which and conditions within which they support the development of these skills. By using a retrospective approach to gathering test data and investigating test use I identified a number of implementation factors which it is important to identify in order to understand how to promote and embed consistent practice across schools within real-world settings. The limitations I discovered in the mixed results from test use alone and my subsequent exploration of whole school factors led me to a deeper understanding about the many influences and factors that come together to develop literacy in children. The conceptual model and assessment/planning tool I developed in Module 5 thus aims to bring these broader elements within an ecological framework that could be useful for assessment and planning for practitioners. Results of the small feedback study in this module suggest this model and assessment/planning framework would be welcomed by educational practitioners working not only with pupils with ASN, but with a broad range of pupils.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 191-200).

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 187. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Mar. 17, 2009). Includes bibliographical references (p. 176-186). Also issued in print.

Thesis (Ph. D.)--University of Sydney, 2001. / Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Social, Policy and Curriculum Studies, Faculty of Education. Includes bibliography. Also available in print form.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 218. Thesis director: Elizabeth Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 207-217). Also issued in print.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [262]-268).

Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3333587."

Thesis (Ed.D.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 195 pages. Includes bibliographical references.