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ERIC Number: EJ923816
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0936-2835
Reliability Generalization of Curriculum-Based Measurement Reading Aloud: A Meta-Analytic Review
Yeo, Seungsoo
Exceptionality, v19 n2 p75-93 2011
The purpose of this study was to employ the meta-analytic method of Reliability Generalization to investigate the magnitude and variability of reliability estimates obtained across studies using Curriculum-Based Measurement reading aloud. Twenty-eight studies that met the inclusion criteria were used to calculate the overall mean reliability of Curriculum-Based Measurement reading aloud. The estimated mean alternate-form and test-retest reliability were 0.89 and 0.95, respectively. Yet it was difficult to generalize such a high reliability estimate for scores on Curriculum-Based Measurement reading aloud due to significant variability between and within studies. Grade level, testing interval length, universal screening/progress monitoring distinction, and ratio of students receiving special education services were significant moderator variables contributing to the variability found in the alternate-form reliability of Curriculum-Based Measurement reading aloud. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A