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dc.contributor.advisorRobb, Susan
dc.contributor.authorWadhams, Kelsey
dc.date.accessioned2021-09-07T21:39:17Z
dc.date.available2021-09-07T21:39:17Z
dc.date.issued5/15/2017
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4958
dc.description.abstractThis research study takes a closer examination of two reading assessments used at the intermediate level: the Developmental Reading Assessment and the Scholastic Reading Inventory. These reading assessments were evaluated by determining what their areas of foci are and what types of information they provided about an individual student. Data were collected over a period of four weeks using an online teacher questionnaire and by conducting two semi-structured interviews. Data analysis focused on teachers’ views about these reading assessments and how they use the data to guide instruction. Results suggested that lack of training and professional development lead to the use of only one data source when making instructional decisions.
dc.subjectReading Assessments
dc.subjectDevelopmental Reading Assessment
dc.subjectScholastic Reading Inventory
dc.subjectData-Driven Instruction
dc.subjectProfessional Development
dc.subjectProfessional Learning Communities
dc.titleMultiple Measures of Reading Assessment and the Effects on Data-Driven Instruction
dc.typethesis
refterms.dateFOA2021-09-07T21:39:17Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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