Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement
Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring In...
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| Veröffentlicht in: | Journal of psychoeducational assessment 2015-12, Vol.33 (8), p.707-718 |
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| container_title | Journal of psychoeducational assessment |
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| creator | Miller, Kelli Caldwell Bell, Sherry Mee McCallum, R. Steve |
| description | Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were compared for 448 third-grade students. A zero-order correlation coefficient of .58 (p < .001) partially defined the relationship between the MIR:R composite score (comprehension rate) and student performance on the TCAP reading composite; a classification analysis yielded the following percentages: sensitivity = 85, specificity = 53. Results from a stepwise multiple-regression equation revealed that the Comprehension score provided moderate predictive validity for TCAP reading composite performance (29% variance accounted for, p < .001); the rate (Total Words Read) score was less predictive (1% additional variance accounted for, p < .05). Discussion focuses on the implications of using unidimensional versus multidimensional CBMs for early screening and/or progress monitoring within response to intervention. |
| doi_str_mv | 10.1177/0734282915574028 |
| format | Article |
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Results from a stepwise multiple-regression equation revealed that the Comprehension score provided moderate predictive validity for TCAP reading composite performance (29% variance accounted for, p < .001); the rate (Total Words Read) score was less predictive (1% additional variance accounted for, p < .05). 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Steve</creatorcontrib><title>Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement</title><title>Journal of psychoeducational assessment</title><description>Because of the increased emphasis on standardized testing results, scores from a high-stakes, end-of-year test (Tennessee Comprehensive Assessment Program [TCAP] Reading Composite) were used as the standard against which scores from a group-administered, curriculum-based measure (CBM), Monitoring Instructional Responsiveness: Reading (MIR:R), were compared for 448 third-grade students. A zero-order correlation coefficient of .58 (p < .001) partially defined the relationship between the MIR:R composite score (comprehension rate) and student performance on the TCAP reading composite; a classification analysis yielded the following percentages: sensitivity = 85, specificity = 53. Results from a stepwise multiple-regression equation revealed that the Comprehension score provided moderate predictive validity for TCAP reading composite performance (29% variance accounted for, p < .001); the rate (Total Words Read) score was less predictive (1% additional variance accounted for, p < .05). 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| ispartof | Journal of psychoeducational assessment, 2015-12, Vol.33 (8), p.707-718 |
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| subjects | Comparative Analysis Correlation Curriculum Based Assessment Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Elementary School Students Emergent Literacy Grade 3 High Stakes Tests Multiple Regression Analysis Predictive Validity Reading Achievement Reading Comprehension Reading Fluency Reading Rate Reading Tests Response to Intervention Scores Standardized Tests Tennessee |
| title | Using Reading Rate and Comprehension CBM to Predict High-Stakes Achievement |
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