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Assessing Response to Basic Concept Instruction: Preliminary Evidence with Children Who Are Deaf

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Title: Assessing Response to Basic Concept Instruction: Preliminary Evidence with Children Who Are Deaf
Language: English
Authors: Bowers, Lisa M., Schwarz, Ilsa
Source: Communication Disorders Quarterly. Aug 2013 34(4):221-231.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2013
Document Type: Reports - Research
Journal Articles
Education Level: Primary Education
Descriptors: Deafness, Partial Hearing, Progress Monitoring, Fundamental Concepts, Concept Formation, Student Evaluation, Vocabulary Development, Measures (Individuals), Intervention, Evidence, Emergent Literacy, Rating Scales, Preschool Children
Assessment and Survey Identifiers: Boehm Test of Basic Concepts, Bracken Basic Concept Scale, Wechsler Preschool and Primary Scale of Intelligence
DOI: 10.1177/1525740112469662
ISSN: 1525-7401
Abstract: Research has demonstrated that academic success is significantly related to word knowledge. Basic concept words are important because of their use in classroom directions and assessment instructions. It is important that educators assess a child's understanding of basic concept vocabulary at school entry. For children who demonstrate basic concept deficits, progress monitoring is needed to make certain that they acquire these vocabulary items through instruction. This preliminary study used a single-participant design to determine whether an experimental basic concept-curriculum based measure (BC-CBM) was able to accurately assess and monitor progress in basic concept acquisition as a result of instruction. Four children who were deaf or hard of hearing (M age = 4 years 6 months) participated in the experiment. Results revealed that the BC-CBM scores improved during intervention. The results of this experiment provide evidence to support the development of additional larger scale field-testing of the BC-CBM. (Contains 2 tables and 6 figures.)
Abstractor: As Provided
Number of References: 51
Entry Date: 2014
Accession Number: EJ1015049
Database: ERIC
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  Data: Assessing Response to Basic Concept Instruction: Preliminary Evidence with Children Who Are Deaf
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Aug 2013 34(4):221-231.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/1525740112469662
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  Data: 1525-7401
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research has demonstrated that academic success is significantly related to word knowledge. Basic concept words are important because of their use in classroom directions and assessment instructions. It is important that educators assess a child's understanding of basic concept vocabulary at school entry. For children who demonstrate basic concept deficits, progress monitoring is needed to make certain that they acquire these vocabulary items through instruction. This preliminary study used a single-participant design to determine whether an experimental basic concept-curriculum based measure (BC-CBM) was able to accurately assess and monitor progress in basic concept acquisition as a result of instruction. Four children who were deaf or hard of hearing (M age = 4 years 6 months) participated in the experiment. Results revealed that the BC-CBM scores improved during intervention. The results of this experiment provide evidence to support the development of additional larger scale field-testing of the BC-CBM. (Contains 2 tables and 6 figures.)
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  Data: EJ1015049
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      – Text: English
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        PageCount: 11
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      – SubjectFull: Deafness
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      – SubjectFull: Partial Hearing
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