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
Hauptverfasser:	Miller, Kelli Caldwell, Bell, Sherry Mee, McCallum, R. Steve
Format:	Artikel
Sprache:	eng
Schlagworte:	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
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