Research Examples: Resources

| RTI Practices | Introduction | Reading Study | Math Study | Publications | Resources |

Comprehensive Test of Phonological Processing (CTOPP) (Pearson Assessment)
http://ags.pearsonassessments.com/

The Comprehensive Test of Phonological Processing (CTOPP) assesses phonological awareness, phonological memory, and rapid naming. Persons with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not.

Curriculum-Based Measurement (CBM) (a progress monitoring method)

Curriculum-based measurement (CBM) is a progress monitoring method that uses specific measures to assess student performance most often in the areas of reading, mathematics, written expression and spelling. Criteria include: reliable and valid generalized performance indicators, frequent administration through use of short duration assessment, direct and repeated student performance measurement, multiple assessment forms that are inexpensive, and sensitivity to student achievement changes over time.

DIBELS (University of Oregon)
http://dibels.uoregon.edu/

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.

Instructional Content Emphasis (revised) (ICE-R) (M.S. Edmonds & K.L. Briggs)

An observation instrument used to systematically categorize and code the content of reading and language arts instruction. The four dimensions for descriptive data include: (A) main instructional category, (B) instructional subcategory, (C) student grouping, and (D) materials, with three additional coding categories: instructional focus, student engagement, and instructional quality. A more detailed description of ICE-R can be found in Edmonds, M.S. & Briggs, K.L. (2003). Instructional Content Emphasis Instrument. In S.R. Vaughn and K.L. Briggs (Eds.), Reading in the classroom: Systems for observing teaching and learning. Baltimore, MD: Paul H. Brookes.

Math FLASH (Vanderbilt University)

This computer software program was developed by L.S. Fuchs, C.L. Hamlett and S. Powell in 2003 while conducting elementary education-related research. It is available from L.S. Fuchs, 328 Peabody, Vanderbilt University, Nashville, TN 37203.

Peer-Assisted Learning Strategies (PALS) (Vanderbilt Kennedy Center for Research on Human Development)
http://kc.vanderbilt.edu/pals/

K-PALS, PALS Reading, and PALS Math enable classroom teachers to accommodate diverse learners and help a large population of these students achieve success. PALS Reading and PALS Math have been approved by the U.S. Department of Education's Program Effectiveness Panel for inclusion in the National Diffusion Network on effective educational practices.

Social Skills Rating System (SSRS) (Pearson Assessments)
http://ags.pearsonassessments.com/

The Social Skills Rating System (SSRS) was developed by Frank Gresham and Stephen Elliot. It is a nationally standardized series of questionnaires that obtain information on the social behaviors of children and adolescents from teachers, parents, and the students themselves. It can be used in third through 12th grades.