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ERIC Number: EJ1057199
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1068-1752
Predicting Performance on the Tennessee Comprehensive Assessment for Third Grade Reading Students Using Reading Curriculum Based Measures
Kirkham, Scott; Lampley, James H.
SRATE Journal, v24 n1 p38-46 Fall-Win 2014
The purpose of this study was to investigate the relationship between three predictor variables (Fall R-CBM, Winter R-CBM, and Spring R-CBM) and the Tennessee Comprehensive Assessment Program third grade reading and language arts assessment. The population selected for this study included all third grade students from an East Tennessee school district. The third graders attended 13 schools and included 770 students. Approximately 47% of the students were economically disadvantaged. Each data set included three R-CBM scores expressed in words read correctly and TCAP reading language arts scale scores. The results reflected a strong predictive relationship between the AIMSweb R-CBM and TCAP reading/language arts measure for third grade students. Zero order correlations in the multiple regression analysis ranged from r = 0.70 to r = 0.74 for the three predictor variables.
Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee