Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Oral Reading | 7 |
| Reading Skills | 7 |
| Validity | 7 |
| Curriculum Based Assessment | 4 |
| Reading Tests | 4 |
| Comparative Analysis | 3 |
| Effect Size | 3 |
| Elementary Secondary Education | 3 |
| Reading Comprehension | 3 |
| Reading Fluency | 3 |
| Scores | 3 |
| More ▼ | |
Source
| Exceptional Children | 1 |
| Grantee Submission | 1 |
| Journal of Behavioral… | 1 |
| Journal of School Psychology | 1 |
| Learning Disabilities… | 1 |
| Reading & Writing Quarterly | 1 |
| School Psychology Review | 1 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Research | 4 |
| Information Analyses | 2 |
| Opinion Papers | 1 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 2 |
| Elementary Secondary Education | 2 |
| Grade 3 | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Grade 2 | 1 |
| Grade 8 | 1 |
| Secondary Education | 1 |
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| Stanford Achievement Tests | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Direct linkSwanson, Elizabeth; Austin, Christy R.; Stewart, Alicia A.; Scammacca, Nancy – Reading & Writing Quarterly, 2020
To better understand the impact of using e-books on students' reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K-12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically…
Descriptors: Meta Analysis, Electronic Publishing, Reading Skills, Outcomes of Education
Download full textSwanson, Elizabeth; Austin, Christy R.; Stewart, Alicia A.; Scammacca, Nancy – Grantee Submission, 2020
To better understand the impact of using e-books on students' reading outcomes, we conducted a meta-analysis of 14 studies with students in grades K-12 published between 2007 and 2018. Findings revealed an average effect size across all studies and reading outcomes of 0.9 that did not differ significantly from zero. There was also no statistically…
Descriptors: Meta Analysis, Electronic Publishing, Reading Skills, Outcomes of Education
Precision of Curriculum-Based Measurement Reading Data: Considerations for Multiple-Baseline Designs
Klingbeil, David A.; Van Norman, Ethan R.; Nelson, Peter M. – Journal of Behavioral Education, 2017
Single-case designs provide an established technology for evaluating the effects of academic interventions. Researchers interested in studying the long-term effects of reading interventions often use curriculum-based measures of reading (CBM-R) as they possess many of the desirable characteristics for use in a time-series design. The reliability…
Descriptors: Curriculum Based Assessment, Accuracy, Scores, Reading Skills
Christ, Theodore J.; Zopluoglu, Cengiz; Monaghen, Barbara D.; Van Norman, Ethan R. – Journal of School Psychology, 2013
Curriculum-Based Measurement of Oral Reading (CBM-R) is used to collect time series data, estimate the rate of student achievement, and evaluate program effectiveness. A series of 5 studies were carried out to evaluate the validity, reliability, precision, and diagnostic accuracy of progress monitoring across a variety of progress monitoring…
Descriptors: Reading Skills, Response to Intervention, Curriculum Based Assessment, Oral Reading
Ticha, Renata; Espin, Christine A.; Wayman, Miya Miura – Learning Disabilities Research & Practice, 2009
The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock-Johnson III…
Descriptors: Curriculum Based Assessment, State Standards, Validity, Grade 8
Peer reviewedPotter, Margaret L.; Wamre, Heidi M. – Exceptional Children, 1990
The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…
Descriptors: Developmental Stages, Elementary Secondary Education, Evaluation Methods, Models
Hamilton, Chad; Shinn, Mark R. – School Psychology Review, 2003
Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of their argument is their experience with word callers, students who purportedly can read fluently, but do not understand what they read. No studies have…
Descriptors: Reading Comprehension, Curriculum Based Assessment, Oral Reading, Reading Achievement
