ERIC Number: ED418553
Record Type: RIE
Publication Date: 1998-Apr
Reference Count: N/A
Specification of Growth Model and Inter-individual Differences for Students with Severe Reading Difficulties: A Case of CBM.
This paper reports on the findings of a longitudinal study that investigated the trends in reading growth for 49 elementary students with severe reading difficulties. The students received special education services in a large Midwestern city in which curriculum-based measurement (CBM) procedures were implemented fully. The study began when the children were in second grade and evaluated their performance on a standard oral reading passage for 4 years. A polynomial regression analysis was conducted to investigate the characteristics of the longitudinal growth pattern and the similarities between longitudinal and cross-sectional growth patterns. The presence of heterogeneous reading trends was examined by multi-level analysis using structural equation modeling. Results indicated that the linear growth pattern from the longitudinal data set was similar to the growth patterns derived from the four cross-sectional data sets. Then, under the presence of heterogeneity and auto-correlation in measurement error, the inter-individual differences in the rate of change were found. The findings confirm the feasibility of using the standard oral task to measure reading proficiency and of identifying children with severe reading problems beginning in relatively early grade levels. (Contains 26 references.) (Author/CR)
Descriptors: Child Development, Curriculum Based Assessment, Developmental Stages, Disability Identification, Elementary Education, Foreign Countries, Learning Disabilities, Longitudinal Studies, Oral Reading, Reading Diagnosis, Reading Difficulties, Student Characteristics, Student Evaluation, Test Reliability, Test Validity, Trend Analysis
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Council for Exceptional Children (Minneapolis, MN, April 14-18, 1998).