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ERIC Number: EJ761914
Record Type: Journal
Publication Date: 2006-May
Pages: 9
Abstractor: Author
Reference Count: 39
ISSN: ISSN-0033-3085
Relationship of Reading Fluency Assessment Data with State Accountability Test Scores: A Longitudinal Comparison of Grade Levels
Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E.
Psychology in the Schools, v43 n5 p527-535 May 2006
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R-CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from 0.51 (eighth graders) to 0.71 (third graders) for R-CBM and 0.49 (eighth graders) to 0.54 (seventh graders) for Maze. The coefficients between R-CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R-CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001