Using Oral Reading Rate to Predict Student Performance on Statewide Achievement Tests

Lindy Crawford · Gerald A. Tindal · Steve Stieber

133 citations0/0 files storedEducational 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

In this study, a curriculum-based measurement (CBM) of reading aloud from narrative passages was used to predict performance on statewide achievement tests in reading and math. Scores on multiple-choice reading and math achievement tests were moderately correlated with scores on rate measures during the same year and rate measures administered 1 year previously. The results provide initial support for use of timed oral readings to predict students' performance on statewide achievement tests. Usefulness of CBM in monitoring students' progress toward preestablished benchmarks is supported, as well as the stability of the measures over time. Results are interpreted as a new application of research conducted on CBM during the past 2 decades. In this study, a curriculum-based measurement (CBM) of reading aloud from narrative passages was used to predict performance on statewide achievement tests in reading and math. Scores on multiple-choice reading and math achievement tests were moderately correlated with scores on rate measures during the same year and rate measures administered 1 year previously. The results provide initial support for use of timed oral readings to predict students' performance on statewide achievement tests. Usefulness of CBM in monitoring students' progress toward preestablished benchmarks is supported, as well as the stability of the measures over time. Results are interpreted as a new application of research conducted on CBM during the past 2 decades.

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 — 133 citations exist upstream.

References

1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1985Curriculum-Based Measurement: The Emerging Alternative 1986Effects of Systematic Formative Evaluation: A Meta-Analysis 1988The Validity of Informal Reading Comprehension Measures 1982Identifying Valid Measures of Reading 1993Formative Evaluation of Academic Progress: How Much Growth Can We Expect?1996Toward a Technology for Assessing Basic Early Literacy Skills 1984The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning

Cited by

2005Trusting teachers’ judgement: research evidence of the reliability and validity of teachers’ assessment used for summative purposes 2005Story retell: A fluency-based indicator of reading comprehension.2010Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills.2010Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress Toward Meeting High-Stakes Standards

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.