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Teacher Reactions to the Phonics Content Referenced Growth Reporting Prototype: Findings from Interviews
In this qualitative study, we conducted a series of think-aloud interviews with in-service elementary reading teachers as they reacted to a prototype for reporting content-referenced growth (CRG) within a commercially available diagnostic assessment, Curriculum Associates’ i-Ready Diagnostic. Read more
Teacher Perspectives on the Content-Referenced Growth Reporting Prototype: Findings from Interviews
This study aims to analyze in-service elementary teachers’ reactions to a prototype for reporting content referenced growth on a widely used commercial assessment, Curriculum Associates’ i-Ready Diagnostic. Created through a partnership between CU Boulder and Curriculum Associates, the score reporting prototype is intended to support teachers, parents, and students in interpreting both the status of student understanding at one point in time and their growth in understanding across points in time. Read more
Development of a Reading Foundational Skills Learning Progression
A number of foundational skills contribute to students’ growth toward skilled reading, including phonics knowledge. In this report, we examine how phonics knowledge develops from kindergarten through third grade by considering a theory of reading development known as orthographic mapping and by examining how the difficulties of i-Ready Diagnostic phonics items change from grade to grade. Read more