Universal Screening: Article Summary
This article is called, Teacher Attitude About Using Curriculum-Based Measurement in Reading (CBM-R) for Universal Screening and Progress Monitoring, the study also included One hundred sixty-four teachers that completed a survey, and 22 teachers that participated in one of four focus groups. The use of RTI has commonly increaser after the Individuals with Disabilities Education Improvement Act after its creation in 2004. As a result of this the research, there are two question that need to be evaluated and answered. First being, to what extent do teachers view CBM-R as an acceptable reading measure? And second being, to what extent is there a difference between teachers’ acceptability of CBM-R for the purposes of universal screening and progress monitoring? …show more content…
Prior research on the satisfaction of RTI has either been a qualitative or quantitative method, and in order to get the precise answers to those question a different approach was required. A method that would provide detailed information, and one that is a mixed method in the study to provide elaboration understanding of quantitative survey data with a qualitative data, from which the focus group would be interviewed. The quantitative and qualitative data would be collected concurrently using a convergent design. The purpose of this data is so that it can provide a data that is unbiased and complete. In the convergent design, both qualitative and quantitative data are collected, then the data are analyzed separately, and the two sources of data are combined for a precise interpretation to answer the previous
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1457 Words | 6 PagesDiscussion and implications. What do the results suggest is important to apply in professional practice. What do the conclusions/results mean for students with learning disabilities, researchers, practitioners, teachers, or parents of students with learning disabilities. (2) It is important to note that this study found that the RtI model reduced disproportionate representation. The effect size differences suggest that when students with access to RTI were identified with LD their reading skills were more impaired than the group without access to RTI.
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