Monitoring student progress in identifying risk in reading

Authors

  • Paula Marisa Fortunato Vaz Escola Superior de Educação do Instituto Politécnico de Bragança, Bragança, Portugal
  • Ana Paula Loução Martins Centro de Investigação em Educação, Instituto de Educação da Universidade do Minho, Minho, Portugal
  • Luís de Miranda Correia Instituto de Educação da Universidade do Minho, Minho, Portugal

Keywords:

Reading, Portugal, Quantitative Research, Learning Disabilities

Abstract

This study aims to analyze the use of curriculum-based monitoring as a school system to identify students at risk in reading, in the context of an educational model based on the degree of response to intervention. A quantitative investigation was conducted with all third grade students (82 students) from a group of schools in the north of Portugal. Data processing was done using descriptive and inferential statistics. Among the conclusions, the following stand out: the existence of ten students at risk in reading throughout the school year and the fact that, at the end of the third year of schooling, the mean results of students who were never at risk was more than double the mean results of students who were at risk for the entire year.

 

 

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Author Biographies

Paula Marisa Fortunato Vaz, Escola Superior de Educação do Instituto Politécnico de Bragança, Bragança, Portugal

Equiparada a Professora Adjunta do Departamento de Psicologia da Escola Superior de Educação do Instituto Politécnico de Bragança, Doutora em Estudos da Criança-Especialidade de Educação Especial

Ana Paula Loução Martins, Centro de Investigação em Educação, Instituto de Educação da Universidade do Minho, Minho, Portugal

Professora Auxiliar, Centro de Investigação em Educaçao, Departamento de Psicologia da Educação e Educação Especial do Instituto de Educação da Universidade do Minho, Doutora em Estudos da Criança-Especialidade de Educação Especial

Luís de Miranda Correia, Instituto de Educação da Universidade do Minho, Minho, Portugal

Professor Catedrático, aposentado, do Departamento de Psicologia da Educação e Educação Especial do Instituto de Educação da Universidade do Minho.

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Published

2017-05-30

How to Cite

Vaz, P. M. F., Martins, A. P. L., & Correia, L. de M. (2017). Monitoring student progress in identifying risk in reading. Cadernos De Pesquisa, 47(164), 612–630. Retrieved from https://publicacoes.fcc.org.br/cp/article/view/3856

Issue

Vol. 47 No. 164: abr./jun.2017

Section

Articles

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