When Teachers Work to Use Progress Monitoring Data to Inform Literacy Instruction

By Alysia D. Roehrig, Staci Walton Duggar, L. Moats, M. Glover, Brian Mincey. 2008

90 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6c2642e9add235b2e478579c59dab5fcca1d7f9b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Julie A. Marsh
2. L. Moats

In Education

1. Julie A. Marsh
2. L. Moats

Citations in the corpus

• Knowledge foundations for teaching reading and spelling (2009, methodology): “To implement this approach, teachers must know how to interpret data from validated screening and progress-monitoring instruments (Roehrig et al., 2008).”
• Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, background): “Other studies suggest that coaches may be central to helping bridge this gap between data analysis and instruction (Marsh et al., 2010; Means et al., 2010; Roehrig et al., 2008).”