John A. Ross
Effects of Running Records Assessment on Early Literacy Achievement
University of Toronto
abstract recent research effective schools eg pressley et al 2001 identified consistent associations students literacy achievement teacher practice study author extended correlational findings conducting controlled experiment test claims 1 practice recommended recent effective schools research systematic classroom assessment represented use running records planning instruction students schools assigned running records treatment outperformed students schools assigned neartreatment condition action research controlling prior school achievement collective teacher efficacy running records intervention accounted 12 betweenschool variance reading 7 writing confirming correlational finding effective schools research keywords action researchcontrolled experimentearly literacyrunning records assessment