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Preface ; Contents; About the Editors; Contributors; Chapter-1; What Is Fluency?; Fluency in Language Proficiency; Fluency in Reading; Fluency in Mathematics; Fluency as Automaticity in Procedural Skill; Automaticity ; Procedural Skill ; Fluency ; Recommendations for the Study of "Fluency"; Conclusions; References; Part I ; Applied Use of Fluency Measures; Chapter-2; Indicators of Fluent Writing in Beginning Writers; Importance of Writing; Fluent Writing; Using Principles of CBM to Define Fluency; Defining Fluent Writing; Components of Fluent Writing: Transcription and Text Generation.
Transcription Text Generation ; Assessment of Fluent Writing; Name Writing; Letter Writing Assessments; Word Writing and Spelling; Sentence Writing; Discourse Writing; Expanding Beyond Production-Based Definitions of Fluent Writing; Writing Quality; Correlates of Writing that May Inform Instructional Targets; Informing Classroom Instruction and Interventions; Current Knowledge About Writing Instruction and Intervention in the Primary Grades; Integrating Assessment and Instruction to Improve Fluent Writing in Young Children; Using CBM to Inform Instructional Decisions.
Using CBM in a Multitiered System of Support to Promote Fluent Writing in Young Children Directions for Future Research; Conclusion; References; Chapter-3; Mathematics Fluency-More than the Weekly Timed Test; Why Focus on Mathematics and Mathematical Fluency?; What is Mathematical Fluency?; How Does Mathematical Fluency Support Mathematical Proficiency?; Fluency-Based Interventions in Mathematics; Repeated Trials Fluency Training; Targeting Generalizable Skills and Behaviors; Mathematics Interventions with Fluency Skill-Building Components.
Challenges in Establishing Generalizable InterventionsFluency and Mathematics Assessment; How Are We Measuring Fluency?; Fluency-Based Measures Assessing Number Sense ; Magnitude Comparison ; Strategic Counting ; Retrieval of Basic Arithmetic Facts ; Fluency-Based Measures in the Middle School Grades ; Conclusion; References; Chapter-4; Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions; Fluency as a Proxy for Academic Proficiency; Theoretical Support for Fluency as a Construct in Reading, Mathematics, and Writing; Reading; Curriculum-Based Measurement.
MathematicsWriting; Basic Components of Data-Based Decision-Making; Step 1-Screening Using CBM Measures; Case Study; Step 2-Setting an Ambitious Goal for the Student and Labeling the Goal Line on the Student's Progress Monitoring Graph; Case Study; Step 3-Identification of Strengths and Weaknesses Using Diagnostic Measures; Case Study; Step 4-Generating a Hypothesis About Appropriate Method to Individualize Instruction for the Student; Case Study; Step 5-Creating an Instructional Plan for Each Student or Group of Students; Case Study.
Transcription Text Generation ; Assessment of Fluent Writing; Name Writing; Letter Writing Assessments; Word Writing and Spelling; Sentence Writing; Discourse Writing; Expanding Beyond Production-Based Definitions of Fluent Writing; Writing Quality; Correlates of Writing that May Inform Instructional Targets; Informing Classroom Instruction and Interventions; Current Knowledge About Writing Instruction and Intervention in the Primary Grades; Integrating Assessment and Instruction to Improve Fluent Writing in Young Children; Using CBM to Inform Instructional Decisions.
Using CBM in a Multitiered System of Support to Promote Fluent Writing in Young Children Directions for Future Research; Conclusion; References; Chapter-3; Mathematics Fluency-More than the Weekly Timed Test; Why Focus on Mathematics and Mathematical Fluency?; What is Mathematical Fluency?; How Does Mathematical Fluency Support Mathematical Proficiency?; Fluency-Based Interventions in Mathematics; Repeated Trials Fluency Training; Targeting Generalizable Skills and Behaviors; Mathematics Interventions with Fluency Skill-Building Components.
Challenges in Establishing Generalizable InterventionsFluency and Mathematics Assessment; How Are We Measuring Fluency?; Fluency-Based Measures Assessing Number Sense ; Magnitude Comparison ; Strategic Counting ; Retrieval of Basic Arithmetic Facts ; Fluency-Based Measures in the Middle School Grades ; Conclusion; References; Chapter-4; Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions; Fluency as a Proxy for Academic Proficiency; Theoretical Support for Fluency as a Construct in Reading, Mathematics, and Writing; Reading; Curriculum-Based Measurement.
MathematicsWriting; Basic Components of Data-Based Decision-Making; Step 1-Screening Using CBM Measures; Case Study; Step 2-Setting an Ambitious Goal for the Student and Labeling the Goal Line on the Student's Progress Monitoring Graph; Case Study; Step 3-Identification of Strengths and Weaknesses Using Diagnostic Measures; Case Study; Step 4-Generating a Hypothesis About Appropriate Method to Individualize Instruction for the Student; Case Study; Step 5-Creating an Instructional Plan for Each Student or Group of Students; Case Study.