Nathan H Clemens

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This study compared the validity of progress monitoring slope of nonsense word fluency (NWF) and word identification fluency (WIF) with early first-grade readers. Students (N = 80) considered to be at risk for reading difficulty were monitored with NWF and WIF on a 1-2 week basis across 11 weeks. Reading skills at the end of first grade were assessed using(More)
Early reading and spelling development share foundational skills, yet spelling assessment is underutilized in evaluating early reading. This study extended research comparing the degree to which methods for scoring spelling skills at the end of kindergarten were associated with reading skills measured at the same time as well as at the end of first grade.(More)
Article In the late 1970s, Stanley Deno and colleagues at the University of Minnesota developed curriculum-based measurement (CBM), a framework designed to allow special education teachers to repeatedly monitor students' progress toward individual educational goals using brief samples of performance (Deno, 2003; Deno & Mirkin, 1977). Central to CBM was the(More)
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