Research Design and Methodology Section - Generalizability of Oral Reading Fluency Measures: Application of G Theory to Curriculum-Based Measurement

School Psychology Quarterly

Volumn 15, Issue 1, 2000, Pages 52-68

  Hintze, John M ^a   Owen, Steven V ^b   Shapiro, Edward S ^c   Daly III, Edward J ^d  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

^b UNIVERSITY OF CONNECTICUT   (United States)

^c LEHIGH UNIVERSITY   (United States)

^d WESTERN MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1842639028     PISSN: 10453830     EISSN: None     Source Type: Journal    
DOI: 10.1037/h0088778     Document Type: Article

References (33)

1. Allen, M. J., & Yen, W. M. (1979). Introduction to measurement theory. Monterey, CA: Brooks/Cole.
2. Bums, K. J. (1998). Beyond classical reliability: Using generalizability theory to assess dependability. Research in Nursing & Health, 21, 83-90.
3. Cohen, J. (1988) Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
4. Cone, J. D. (1977). The relevance of reliability and validity for behavioral assessment. Behavior Therapy, 8, 411-426.
5. Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measurements: Theory of generalizability for scores and profiles. New York: Wiley.
6. Deno, S. L., Marston, D., Shinn, M. R., & Tindal, G. (1983). Oral reading fluency: A simple datum for scaling reading disability. Topics in Learning and Learning Disabilities, 2, 53-59.
7. Dixson, W. J. (Ed.). (1992). BMDP statistical software manual. Los Angeles: University of California Press.
8. Fuchs, L. S. (1986). Monitoring progress among mildly handicapped pupils: Review of current practice and research. Remedial and Special Education, 7, 5-12.
9. Fuchs, L. S. (1989). Evaluating solutions, monitoring progress and revising intervention plans. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 153-181). New York: Guilford.
10. Fuchs, L. S. (1993). Enhancing instructional programming and student achievement with curriculum-based measurement. In J. J. Kramer & J. C. Conoley (Eds.), Curriculum-based measurement (pp. 65-103). Lincoln, NE: University of Nebraska-Lincoln, Buros Institute of Mental Measurements.
11. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-500.
12. Fuchs, L. S., & Deno, S. L. (1981). The relationship between curriculum-based mastery measures and standardized achievement tests in reading (Report No. 57). Minneapolis, MN: University of Minnesota Institute for Research on Learning Disabilities (ERIC Document Reproduction Service No. ED 212 662).
13. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
14. Fuchs, L. S., Fuchs, D., & Deno, S. L. (1982). Reliability and validity of curriculum-based informal reading inventories. Reading Research Quarterly, 18, 6-25.
15. Fuchs, L. S., Fuchs, D., & Deno, S. L. (1985) Importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52, 63-71.
16. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989a). Computers and curriculum-based measurement: Effects of teacher feedback systems. School Psychology Review, 18, 112-125.
17. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989b). Effects of alternative goal structures within curriculum-based measurement. Exceptional Children, 55, 429-438.
18. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989c). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10, 43-52.
19. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
20. Good, R. H., & Shinn, M. R. (1990). Forecasting accuracy of slope estimates for reading curriculum-based measurement: Empirical evidence. Behavioral Assessment, 12, 179-193.
21. Hintze, J. M., Daly, E. J., & Shapiro, E. S. (1998). An investigation of the effects of passage difficulty level on oral reading fluency for progress monitoring. School Psychology Review, 27, 433-445.
22. Hintze, J. M., & Shapiro, E. S. (1997). Curriculum-based measurement and literature-based reading: Is curriculum-based measurement meeting the needs of changing reading curricula? Journal of School Psychology, 35, 351-375.
23. Hintze, J. M., Shapiro, E. S., Conte, K. L., & Basile, I. M. (1997). Oral reading fluency and authentic reading material: Criterion validity of the technical features of CBM survey-level assessment. School Psychology Review, 26, 535-553.
24. Marston, D., & Deno, S. L. (1982). Implementation of direct and repeated measurement in the school setting (Report No. 106). Minneapolis, MN: University of Minnesota Institute for Research on Learning Disabilities.
25. Nelson, R. O. (1983). Behavioral assessment: Past, present, and future. Behavioral Assessment, 5, 195-206.
26. Salvia, J., & Ysseldyke, J. E. (1995). Assessment (6th ed.). Boston: Houghton Mifflin.
27. Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Newbury Park, CA: Sage.
28. Shavelson, R. J., & Webb, N. M., & Rowley, G. L. (1989). Generalizability theory. American Psychologist, 44, 922-932.
29. Shinn, M. R., Good, R. H., & Stein, S. (1989). Summarizing trend in student achievement: A comparison of methods. School Psychology Review, 18, 356-370.
30. Shinn, M. R., & Marston, D. (1985). Differentiating mildly handicapped, low-achieving and regular education students: A curriculum-based approach. Remedial and Special Education, 6, 31-45.
31. Shinn, M. R., Tindal, G., & Stein, S. (1988). Curriculum-based assessment and identification of mildly handicapped students: A research review. Professional School Psychology, 3, 69-85.
32. Suen, H. K. (1990). Principles of tests theories. Hillsdale, NJ: Erlbaum.
33. Turnbull, H. R., & Turnbull, A. P. (1998). Free appropriate public education: The law and children with disabilities (5th ed.). Denver, CO: Love.