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ERIC Number: ED545249
Record Type: Non-Journal
Publication Date: 2013
Pages: 30
Abstractor: As Provided
Reference Count: 4
easyCBM Beginning Reading Measures: Grades K-1 Alternate Form Reliability and Criterion Validity with the SAT-10. Technical Report #1403
Wray, Kraig; Lai, Cheng-Fei; Sáez, Leilani; Alonzo, Julie; Tindal, Gerald
Behavioral Research and Teaching
We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N = 84-199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-­10) across 5 time points. The alternate form reliabilities ranged from 0.31-0.94 for the kindergarten measures and from 0.27-0.96 for the grade 1 measures. Multiple regression analyses were used to examine the overall variance explained by the combined measures when predicting end-of-­year reading achievement. In kindergarten, the easyCBM© measures accounted for 35-58% of the variance in SAT-10 performance. In grade 1 easyCBM© measures accounted for 14-32% of the variance in SAT-10 performance and 49-­56% of the variance in performance on the easyCBM© word reading fluency measure administered at time 5.
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Early Childhood Education; Elementary Education; Primary Education; Kindergarten; Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
Identifiers - Assessments and Surveys: Stanford Achievement Tests; Stanford Early School Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R324A100014