The Construct Validity of Curriculum-Based Measurement of Reading: An Empirical Test of a Plausible Rival Hypothesis.

Kranzler, John H.; Brownell, Mary T.; Miller, M. David

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Peer reviewed

ERIC Number: EJ581252

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4405

EISSN: N/A

The Construct Validity of Curriculum-Based Measurement of Reading: An Empirical Test of a Plausible Rival Hypothesis.

Kranzler, John H.; Brownell, Mary T.; Miller, M. David

Journal of School Psychology, v36 n4 p399-415 Win 1998

The relative roles of general cognitive ability, speed and efficiency of elemental cognitive processing, and oral reading fluency in the prediction of reading comprehension are examined using multiple regression. The construct validity of the curriculum-based approach to measurement of reading comprehension is supported. Reliability is assessed using generalizability theory. (EMK)

Descriptors: Children, Cognitive Processes, Construct Validity, Curriculum Based Assessment, Elementary Secondary Education, Intelligence, Psychometrics, Reading Research, Reading Skills, Reliability

Publication Type: Journal Articles; Opinion Papers; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A