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1.
《Learning disabilities research & practice》2017,32(2):112-120
Two hundred and two (n = 202) sixth‐grade students in social studies were administered a weekly vocabulary‐matching curriculum‐based measure (CBM) for 35 weeks. Students were also administered the Scholastic Reading Inventory (SRI), along with the annual state high‐stakes test in Communication Arts. CBM scores were analyzed with respect to alternate form reliability, validity with criterion measures, and student growth over time. Results suggest that the vocabulary‐matching CBM is reliable and valid with the SRI but not with the state test. Students showed an overall linear trend of growth, but this growth was flat in the middle of the semester. Implications for research and practice are discussed. 相似文献
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Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003. 相似文献
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Developing local oral reading fluency cut scores for predicting high‐stakes test performance 
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下载免费PDF全文 Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献
4.
Melissa A. Reid James C. DiPerna Paul L. Morgan Pui Wa Lei 《Psychology in the schools》2009,46(10):1023-1035
The purpose of this study was to examine the reliability and validity of scores from six early literacy probes developed for use with preschool‐age children. The literacy probes were administered to 84 preschoolers at three time points over a 6‐month period. Also, a criterion measure of early literacy skills was administered to a subset of students. Results indicated that the probes demonstrate adequate reliability for screening decisions, moderate to strong concurrent relationships with a criterion measure, and developmentally appropriate changes in children's early literacy skills over time. These results add to the growing body of evidence supporting the technical adequacy of general outcome measurement for use in monitoring the progress of preschoolers' academic skill development. © 2009 Wiley Periodicals, Inc. 相似文献
5.
Differences in oral reading curriculum‐based measurement (R‐CBM) slopes based on two commonly used progress monitoring practices in field‐based data were compared in this study. Semester‐specific R‐CBM slopes were calculated for 150 Grade 1 and 2 students who completed benchmark (i.e., 3 R‐CBM probes collected 3 times per year) and strategic (i.e., one R‐CBM probe collected monthly) assessments. Slopes based on two adjacent benchmark assessments were positively correlated with slopes based on three monthly strategic assessments in the spring semester of Grade 1 but not in either Grade 2 semester, and significant differences were found between the slopes in all semesters. Consistent with another study showing that slopes are overestimated when single probes are administered per occasion, slopes were larger when based on strategic versus benchmark data in the current study, and the average discrepancies between slopes were greater‐than‐expected growth rates in all semesters. The current findings, based on field‐based data, illustrate the impact of variations in commonly used progress monitoring procedures on the precision of calculated slope estimates. 相似文献
6.
The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses revealed that relatively high ratings on the reading and math instruction subscales, which were scored after a half‐day observation, predicted better reading and math achievement test scores, respectively, for third graders who had previously had poor academic performance, but did not have a significant effect for relatively high‐performing students. High teacher ratings on the reading instruction and classroom climate observation scales predicted high levels of student engagement. The findings suggest the importance of high‐quality teaching for economically disadvantaged children who have poor academic skills. 相似文献
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Christine Espin Teri Wallace Erica Lembke Heather Campbell Jeffrey D. Long 《Learning disabilities research & practice》2010,25(2):60-75
In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed. 相似文献
8.
This study investigated how performance on reading curriculum‐based measurement (R‐CBM) in Spanish is related to performance on R‐CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum‐based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high‐achieving students in second and third grades. Practical implications and future directions are discussed. 相似文献
9.
The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores. 相似文献
10.
Joni M. Lakin 《Psychology in the schools》2012,49(8):756-768
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc. 相似文献
11.
Theodore J. Christ Kristin N. Johnson‐Gros John M. Hintze 《Psychology in the schools》2005,42(6):615-622
The current study extended previous research on curriculum‐based measurement in mathematics (M‐CBM) assessments. The purpose was to examine the generalizability and dependability of multiple‐skill M‐CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies (N = 104 students) suggest that relative interindividual decisions can rely on the results from 1‐minute administrations for low‐stakes decisions and the results of 4‐minute administrations for high‐stakes decisions. Moreover, absolute intraindividual decisions can rely on the results from 4‐minute administrations for low‐stakes decisions and 13‐minute administrations for high‐stakes decisions. The implications and limitations of these results are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 615–622, 2005. 相似文献
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Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
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Summer loss of reading is a potential factor in maintaining, and potentially widening, the achievement gap. This study used curriculum‐based measurement of reading (R‐CBM) to investigate the effect of the summer on reading. For this study, 317 students in Grades 2 to 5 were assessed in the spring and fall using Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (ORF) measure. Repeated measures analysis of variance modeled overall change in ORF scores by grade, family income, ethnic minority status, English language learner status, and special education (SPED) status. Students in Grades 2 and 3 evidenced overall summer loss, whereas students in Grades 4 and 5 did not exhibit summer loss. In addition, students in Grade 2 showed differential loss based on family income and SPED status. These results support the broadening application of R‐CBM and add to the summer loss literature. Findings are discussed relative to prevention and intervention. 相似文献
16.
This paper addresses the construct as well as the criterion validity of the Differential Aptitude Test (DAT) for the assessment of secondary school minority group students ( N = 111) as compared to majority group students ( N = 318) in The Netherlands. Comparison of the test dimensions with the structural equation modelling program EQS showed that construct validity was good for both groups. With one exception, the subtests of the DAT measured the cognitive abilities of minority and majority group students equally well. The estimate of g as computed with the DAT showed strong predictive validity with little bias for various school subjects and achievement tests for mathematics and Dutch. Although some criteria revealed prediction bias to the disadvantage of the minority group, these differences concerned very small changes in R 2 . Conversely, the predictive value decreased substantially when an estimate of g was used excluding subtests that measure aspects of crystallised intelligence. Spearman's hypothesis tested with DAT subtest scores and criterion scores showed that g explained most of the group differences. Professional test users can safely draw conclusions from the DAT regardless of the students' ethnicity. 相似文献
17.
Christine A. Espin Todd W. Busch Jongho Shin Ron Kruschwitz 《Learning disabilities research & practice》2001,16(3):142-151
In this study, we examined the reliability and validity of two curriculum-based measures as indicators of performance in a content-area classroom. Participants were 58 students in a 7th-grade social studies class. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were knowledge pre- and post-tests, the social studies subtest of the Iowa Test of Basic Skills, and student grades. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Reliability of the measures was increased by combining scores across two testing sessions. Correlations between the predictor and criterion variables were moderate to moderately strong, with the exception of those between vocabulary-matching and student grades. Observed scores for students with LD were lower than for students without LD on both student- and administrator-read vocabulary-matching measures. Few differences in reliability and validity coefficients were found between the student- and administrator-read measures. Results are discussed in terms of the use of CBM as a system for monitoring performance and designing interventions for students with learning disabilities in content-area classrooms. 相似文献
18.
Stephen P. Kilgus Katie Eklund Nathaniel P. von der Embse 《Psychology in the schools》2019,56(4):526-538
The purpose of the current study was to examine the validity and diagnostic accuracy of the Intervention Selection Profile—Social Skills (ISP‐SS), a brief social skills assessment tool intended for use with students in need of Tier 2 intervention. Participants included 160 elementary and middle school students who had been identified through universal screening as at risk for behavioral concerns. Teacher participants ( n = 71) rated each of these students using both the ISP‐SS and the Social Skills Improvement System—Rating Scales (SSiS‐RS), with the latter measure serving as the criterion within validity and diagnostic accuracy analyses. Confirmatory factor analysis supported ISP‐SS structural validity, indicating ISP‐SS items broadly conformed to a single “Social Skills” factor. Follow‐up analyses suggested ISP‐SS broad scale scores demonstrated adequate internal consistency reliability, with hierarchical omega coefficient equal to 0.86. Correlational analyses supported the concurrent validity of ISP‐SS items, finding each ISP‐SS item to be moderately or highly related to its corresponding SSiS‐RS subscale. Finally, analyses indicated three of the seven ISP‐SS items that demonstrated sufficient diagnostic accuracy; however, findings suggest additional revisions are needed if the ISP‐SS is to be appropriate for use in schools. Implications for practice and future research are discussed. 相似文献
19.
Brian A. Bottge Enrique Rueda Perry T. LaRoque Ronald C. Serlin Jungmin Kwon 《Learning disabilities research & practice》2007,22(2):96-109
This mixed‐methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi‐experimental pretest–posttest control group design with switching replications was used to measure students' computation and problem‐solving skills on EAI compared to control conditions. Scores on the curriculum‐aligned and standardized measures showed improved problem‐solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day‐to‐day classroom activities. The findings showed that problem‐based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. 相似文献
20.
Maryse Bianco Catherine Pellenq Eric Lambert Pascal Bressoux Laurent Lima Anne‐Lise Doyen 《Journal of Research in Reading》2012,35(4):427-455
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. 相似文献