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Scaling Up an Assessment-Driven Intervention Using the Internet and Hand-held Computers

Year: 2002
Name of Institution:
Florida State University
Goal: Scale-Up Evaluations
Principal Investigator:
Foorman, Barbara
Award Amount: $6,696,257
Award Period: 5 years
Award Number: R305W020005

Description:

Previous Award Number: R305W020001
Previous Awardee: University of Texas Health Science Center at Houston

Purpose: In this project, the researchers proposed to scale up quality assessment-driven intervention using the Internet and handheld computers. The assessment instruments that are the focus of this project are the Texas Primary Reading Inventory (TPRI) and the Spanish Tejas Lee. This project team aimed to develop electronic tools for supporting teachers in administering and interpreting the TPRI and Tejas LEE so that they could become expert in linking results to instruction. The system was to enable teachers to perform the assessments on a handheld computer that guides the teacher in accurate administration procedures, calculates screening and diagnostic results in real time, and then uploads data to web-accessible databases. The databases underlie an online professional development website in which assessment results are related to intervention activities.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

Research Design and Methods: A randomized study of 255 Texas elementary schools is planned for years 2 to 4 with 2115 teachers and 46,530 children in grades K–2. Sustainability of results will be examined in years 3 and 4, with data analysis and report writing in year 5. The randomized study examines effects of administration format (paper, paper+desktop, handheld+desktop) and intervention support (teacher alone, website mentor, and onsite mentor). Rural schools in each service center area and urban schools in three large cities in Texas will be randomly selected and randomly assigned to one of the nine cells resulting from this matrix. Onsite mentors are local master teachers who work with classroom teachers in translating assessment data to instruction. This contrasts with web-based mentoring that provides score interpretation and interventions electronically. Direct observation of a random selection of classrooms at each grade level are conducted and teachers complete surveys and instructional plans, depending on condition. Outcome measures are TPRI and Tejas Lee scores at the end of grades K-2 and grade 3 scores on the state's accountability test.

Products

ERIC Citations: Find available citations in ERIC for this award here and here.

Select Publications:

Book chapters

Foorman, B.R., Carlson, C.D., and Santi, K.L. (2007). Classroom Reading Instruction and Teacher Knowledge in the Primary Grades. In D. Haager, J. Klinger, and S. Vaughn (Eds.), Evidence Based Reading Practices for Response to Intervention(pp. 45–71). Baltimore, MD: Paul H. Brookes.

Foorman, B.R., and Al Otaiba, S. (2009). Reading Remediation: State of the Art. In K. Pugh, and P. Mccardle (Eds.), How Children Learn To Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice(1st ed., pp. 257–274). New York: Psychology Press.

Journal articles

Foorman, B.R., York, M., Santi, K.L., and Francis, D.J. (2008). Contextual Effects on Predicting Risk for Reading Difficulties in First and Second Grade. Reading and Writing, 21(4): 371–394.

Francis, D.J., Santi, K.L., Fletcher, J.M., Varisco, A., and Foorman, B. (2008). Form Effects on the Estimation of Students' Oral Reading Fluency Using DIBELS. Journal of School Psychology, 46(3): 315–342.

Santi, K.L., York, M., Footman, B.R., and Francis, D.J. (2009). The Timing of Early Reading Assessment in Kindergarten. Learning Disability Quarterly, 32(4): 217–227.

York, M.J., Foorman, B.R., Santi, K.L., and Francis, D.J. (2011). Effects of Technology Enhancements and Type of Teacher Support on Assessing Spanish-Speaking Children's Oral Reading Fluency in Second Grade. Assessment for Effective Intervention, 37(1): 3–16.

** This project was submitted to and funded under the Interagency Education Research Initiative in FY 2002.