This study took place in two elementary schools in a large Midwestern metropolitan school distric... more This study took place in two elementary schools in a large Midwestern metropolitan school district. School 1 served 281 students in Grades K-5; 46.6% were White, 27.1% were Black, 19.6% were Hispanic, 2.5% were Asian, and 4.3% were Native American. Approximately 48.8% received free or reduced lunch, 11.7% were in special education programs, and 18.2%
This study investigated slope bias on student background variables for both Curriculum Based Meas... more This study investigated slope bias on student background variables for both Curriculum Based Measurement of Oral Reading (CBM-R) and Curriculum Based Measurement Maze Reading (Maze). Benchmark scores from 1,738 students in Grades 3 through 8 were used to examine potential slope bias in CBM-R and Maze. Latent growth modeling was used to both estimate growth rates and examine the extent to which demographic variables affected the estimated growth rates. Results indicate a significant CBM-R slope bias on special education status at Grade 3 and on gender at Grade 7. For Maze, slope bias on gender was associated with Maze slope estimates at Grades 5 and 7. Slope bias on various demographic variables was not consistent across CBM measures and grades. Results and implications are discussed.
The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method ... more The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measure to differ at each time point, thus providing an alternative method for examining of the reliability of CBM reading aloud data over repeated measurements. The analysis revealed that the reliability of CBM data was not a fixed property of the measure, but it changed with time. The study demonstrates the need to consider reliability in new ways with respect to the use of CBM data as repeated measures.
Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and ... more Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from Curriculum-Based Measurement of Oral Reading (CBM-R) and Maze Reading (CBM-mR). Participants were 1,528 students from Grades 3 to 8. CBM-R and CBM-mR were administered in fall, winter, and
This study took place in two elementary schools in a large Midwestern metropolitan school distric... more This study took place in two elementary schools in a large Midwestern metropolitan school district. School 1 served 281 students in Grades K-5; 46.6% were White, 27.1% were Black, 19.6% were Hispanic, 2.5% were Asian, and 4.3% were Native American. Approximately 48.8% received free or reduced lunch, 11.7% were in special education programs, and 18.2%
This study investigated slope bias on student background variables for both Curriculum Based Meas... more This study investigated slope bias on student background variables for both Curriculum Based Measurement of Oral Reading (CBM-R) and Curriculum Based Measurement Maze Reading (Maze). Benchmark scores from 1,738 students in Grades 3 through 8 were used to examine potential slope bias in CBM-R and Maze. Latent growth modeling was used to both estimate growth rates and examine the extent to which demographic variables affected the estimated growth rates. Results indicate a significant CBM-R slope bias on special education status at Grade 3 and on gender at Grade 7. For Maze, slope bias on gender was associated with Maze slope estimates at Grades 5 and 7. Slope bias on various demographic variables was not consistent across CBM measures and grades. Results and implications are discussed.
The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method ... more The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measure to differ at each time point, thus providing an alternative method for examining of the reliability of CBM reading aloud data over repeated measurements. The analysis revealed that the reliability of CBM data was not a fixed property of the measure, but it changed with time. The study demonstrates the need to consider reliability in new ways with respect to the use of CBM data as repeated measures.
Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and ... more Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from Curriculum-Based Measurement of Oral Reading (CBM-R) and Maze Reading (CBM-mR). Participants were 1,528 students from Grades 3 to 8. CBM-R and CBM-mR were administered in fall, winter, and
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