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ERIC Number: EJ793317
Record Type: Journal
Publication Date: 2006
Pages: 15
Abstractor: Author
Reference Count: 44
ISSN: ISSN-1534-5084
Monitoring the Reading Progress of Secondary-Level English Learners: Technical Features of Oral Reading and Maze Tasks
McMaster, Kristen L.; Wayman, Miya Miura; Cao, Marisa
Assessment for Effective Intervention, v31 n4 p17-31 2006
The purpose of this study was to examine the alternate-form reliability, criterion validity, and sensitivity of progress-monitoring measures in reading for secondary-level English Learners (ELs). Twenty-five ELs in an urban high school were administered two types of Curriculum-Based Measures (CBM) once every 3 weeks for 13 weeks. Measures included 2-min timed maze tasks and 1-min timed oral reading tasks drawn from 5th-grade level passages. Both types of measures produced scores with strong alternate-form reliability, were stable over time, and correlated moderately to strongly with measures of academic language proficiency, word-level reading, fluency, and comprehension. The measures also showed statistically significant growth over time, but standard errors of estimate indicated substantial intra-individual instability across CBM administrations. Findings indicate that maze and oral reading CBM show promise for monitoring reading progress of ELs. Implications for further research and practice are discussed. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A