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Examining Readability Estimates' Predictions of Students' Oral Reading Rate: Spache, Lexile, and Forcast
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Ardoin, Scott P.; Williams, Jessica C.; Christ, Theodore J.; Klubnik, Cynthia; Wellborn, Claire – School Psychology Review, 2010
Beyond reliability and validity, measures used to model student growth must consist of multiple probes that are equivalent in level of difficulty to establish consistent measurement conditions across time. Although existing evidence supports the reliability of curriculum-based measurement in reading (CBMR), few studies have empirically evaluated…
Descriptors: Readability, Curriculum Based Assessment, Oral Reading, Reading Rate
Curriculum-Based Measurement of Oral Reading: Standard Errors Associated with Progress Monitoring Outcomes from DIBELS, AIMSweb, and an Experimental Passage Set
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Ardoin, Scott P.; Christ, Theodore J. – School Psychology Review, 2009
There are relatively few studies that evaluate the quality of progress monitoring estimates derived from curriculum-based measurement of reading. Those studies that are published provide initial evidence for relatively large magnitudes of standard error relative to the expected magnitude of weekly growth. A major contributor to the observed…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Tests, Formative Evaluation
Curriculum-Based Measurement of Oral Reading: Passage Equivalence and Probe-Set Development
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Christ, Theodore J.; Ardoin, Scott P. – Journal of School Psychology, 2009
Curriculum-based measurement of reading (CBM-R) is used to estimate oral reading fluency. Unlike many traditional published tests, CBM-R materials are often comprised of 20 to 30 alternate forms/passages. Historically, CBM-R assessment materials were sampled from curricular materials. Recent research has documented the potentially deleterious…
Descriptors: Readability, Curriculum Based Assessment, Reading Fluency, Testing
Examining Immediate and Maintenance Effects of a Reading Intervention Package on Generalization Materials: Individual versus Group Implementation
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Klubnik, Cynthia; Ardoin, Scott P. – Journal of Behavioral Education, 2010
Fluency has been identified as an important outcome of effective reading instruction, and intervention packages utilizing the method of repeated readings have been shown to improve oral reading fluency. In order to improve the efficiency of these intervention packages, more research is needed on the effectiveness of small group reading…
Descriptors: Intervention, Reading Fluency, Maintenance, Generalization