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ERIC Number: EJ1131516
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 26
Does mClass Reading 3D Predict Student Reading Proficiency on High-Stakes Assessments?
Bowles, Amy S.
Journal of Organizational and Educational Leadership, v1 n1 Article 3 2015
This quantitative, correlational study investigated the relationship between the North Carolina End of Grade Assessment of Reading Comprehension (NCEOG) and mClass Reading 3D assessment in a North Carolina elementary school. It especially examined the degree to which mClass Reading 3D measures predict scores on the reading comprehension portion of the NCEOG. The study was conducted in two parts. Part one utilized quantitative methods to describe the relationship between mClass Reading 3D and NCEOG based on demographic data. Part two utilized quantitative methods to determine the predictability of mClass Reading 3D measures Oral Reading Fluency (ORF) and Text Reading and Comprehension (TRC) to student scale scores on the NCEOG Assessment of Reading Comprehension. Based on the results of this study, the researcher determined that mClass Reading 3D Oral Reading Fluency (ORF) and Text Reading and Comprehension (TRC) measures statistically, significantly predict student scale scores on the NCEOG Assessment of Reading Comprehension.
Descriptors: Reading Achievement, High Stakes Tests, Reading Tests, Statistical Analysis, Correlation, Elementary School Students, Reading Comprehension, Predictive Validity, Scores, Reading Fluency, Grade 3, Grade 4, Grade 5, Emergent Literacy, Multiple Regression Analysis
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: email@example.com; Web site: http://digitalcommons.gardner-webb.edu/joel/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)