ERIC Number: EJ1032901
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Reference Count: N/A
R-CBM in Spanish and in English: Differential Relations Depending on Student Reading Performance
Keller-Margulis, Milena A.; Mercer, Sterett H.
Psychology in the Schools, v51 n7 p677-692 Aug 2014
This study investigated how performance on reading curriculum-based measurement (R-CBM) in Spanish is related to performance on R-CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum-based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high-achieving students in second and third grades. Practical implications and future directions are discussed.
Descriptors: Reading Instruction, Curriculum Based Assessment, Spanish, English, Regression (Statistics), Reading Tests, Benchmarking, Scores, Comparative Analysis, Reading Achievement, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4; Grade 5
Authoring Institution: N/A