Effect of Instructions on Curriculum-Based Measurement of Reading

Elayne Proesel Colón · John H. Kranzler

37 citations0/0 files storedJournal of Psychoeducational Assessment

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Behavioral and Psychological Studies Educational Assessment and Improvement

Abstract

The aim of this study was to investigate the effect of instructions of curriculum-based measurement (CBM) of reading on (a) the number of words read correctly and incorrectly per minute and (b) the relationship between CBM reading and reading achievement. Results indicated that the specific instructions used have a significant impact on CBM reading outcomes. Statistically significant mean differences were found among the fast, best, and baseline reading conditions in the number of words read correctly and in the number of errors. Correlations between words read correctly per minute and a test of reading achievement were statistically significant and substantial for all three conditions, but differences among their correlations were not. These results underscore the importance of using standardized instructions on CBM results both within and across settings. Implications of these results for the responsiveness-to-intervention method for identifying children with learning difficulties are discussed.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 37 citations exist upstream.

References

2012Woodcock-Johnson III Tests of Achievement 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 1998Advanced applications of curriculum-based measurement 2004Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria 1986Methodological and Statistical Advances in the Study of Individual Differences 2002Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children 1997Oral Reading Fluency and Authentic Reading Material: Criterion Validity of the Technical Features of CBM Survey-Level Assessment 1992Validating curriculum-based measurement in reading from a behavioral perspective.

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.