NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141365
Record Type: Journal
Publication Date: 2016-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0279-6015
Disentangling Verbal Instructions, Experimental Design, and Sample Characteristics: Results of Curriculum-Based Measurement of Reading Research
Taylor, Colby D.; Meisinger, Elizabeth B.; Floyd, Randy G.
School Psychology Review, v45 n1 p53-72 Mar 2016
Directions used in curriculum-based measurement of reading (CBM-R) currently ask students to "do your best reading." The purpose of this study was to examine whether varying these verbal directions would affect CBM-R performance and whether these alternative directions would influence the important relation between CBM-R performance and reading comprehension. Previous studies have varied in their findings, though they also varied in the alternative verbal directions they used and in their methodology. Third-grade students (N = 104) from two schools that differed in terms of their demographic characteristics were randomly assigned to one of two sets of direction conditions used in previous research. Results from a mixed between-subjects/within-subjects factorial analysis of variance found that, regardless of school setting, CBM-R performance was significantly influenced by one set of directions but not by the other set of directions. Possible methodologic explanations for these differences in results, as well as implications for practitioners, are discussed.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
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 - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: N/A