ERIC Number: EJ959100
Record Type: Journal
Publication Date: 2012-Apr
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
Within-Year Oral Reading Fluency with CBM: A Comparison of Models
Nese, Joseph F. T.; Biancarosa, Gina; Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald
Reading and Writing: An Interdisciplinary Journal, v25 n4 p887-915 Apr 2012
This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3-5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school practice and research are discussed.
Descriptors: Curriculum Based Assessment, Reading Fluency, Grade 3, Student Characteristics, Limited English Speaking, Comparative Analysis, Models, Grade 4, Grade 5, Elementary School Students, Statistical Analysis, Research and Development, Theory Practice Relationship, Oral Reading, Special Education
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A100014; R324C110004