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ERIC Number: EJ1080169
Record Type: Journal
Publication Date: 2015-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-0734-2829
Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement
Miller, Kelli Caldwell; Bell, Sherry Mee; McCallum, R. Steve
Journal of Psychoeducational Assessment, v33 n8 p707-718 Dec 2015
Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were compared for 448 third-grade students. A zero-order correlation coefficient of 0.58 (p < 0.001) partially defined the relationship between the MIR:R composite score (comprehension rate) and student performance on the TCAP reading composite; a classification analysis yielded the following percentages: sensitivity = 85, specificity = 53. Results from a stepwise multiple-regression equation revealed that the Comprehension score provided moderate predictive validity for TCAP reading composite performance (29% variance accounted for, p < 0.001); the rate (Total Words Read) score was less predictive (1% additional variance accounted for, p < 0.05). Discussion focuses on the implications of using unidimensional versus multidimensional CBMs for early screening and/or progress monitoring within response to intervention.
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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
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)