A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing

School Psychology Review

Volumn 34, Issue 3, 2005, Pages 372-386

  Hintze, John M ^a,c   Silberglitt, Benjamin ^b  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

^b St Croix River Education District   (United States)

^c UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 26644444980     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (45)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Campbell, D., & Stanley, J. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand-McNally.
3. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York: Erlbaum.
4. Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
5. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232
6. Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192.
7. Deno, S. L., Mirkin, P. K., & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49, 36-45.
8. Deno, S. L., Reschly-Anderson, A., Lembke, E., Zorka, H., & Callender, S. (2002, March). A model for school wide implementation: A case example. Paper presented at the National Association of School Psychologists, Chicago, IL.
9. Edformation. (2002). AIMSweb standard benchmark reading assessment passages. Eden Prairie, MN: Author.
10. Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.
11. Fuchs, D., Roberts, P. H., Fuchs, L. S., & Bowers, J. (1996). Reintegrating students with learning disabilities into the mainstream: A two-year study. Learning Disabilities Research & Practice, 11, 214-229.
12. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-500.
13. Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460.
14. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
15. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students' academic proficiency to instructional planning. Journal of Special Education Technology, 12, 49-62.
16. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617-641.
17. Good, R. H., Simmons, D. C., & Kameenui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes. Scientific Studies of Reading, 5, 257-288.
18. Grimes, J., & Kurns, S. (2003). An intervention-based system for addressing NCLB and IDEA expectations: A multiple tiered model to ensure every child learns. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.
19. Hintze, J. L. (2000). PASS power analysis. Kaysville, UT: NCSS Statistical Software.
20. Howe, K. B., & Shinn, M. M. (2002). Standard reading assessment passages (RAPs) for use in general outcome measurement: A manual for describing development and technical features. Eden Prairie, MN: Edformation.
21. Huberty, C. J. (1994). Applied discriminant analysis. New York: Wiley & Sons.
22. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
23. Klecka, W. R. (1980). Discriminant analysis. Beverly Hills, CA: Sage.
24. Kovaleski, J. F. (2003). The three-tier model for identifying learning disabilities: Critical program features and system issues. Paper presented at the Responsiveness to Intervention Symposium sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.
25. Lexile Framework for Reading, (n.d.). Retrieved June 24, 2004 from http://www.lexile.com/
26. Marston, D., & Magnusson, D. (1988). Curriculum-based measurement: District level implementation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing options for all students (pp. 137-172). Washington, DC: National Association of School Psychologists.
27. Marston, D., Mirkin, P. K., & Deno, S. L. (1984). Curriculum-based measurement: An alternative to traditional screening, referral, and identification. The Journal of Special Education, 18, 109-117.
28. McGlinchey, M. T., & Hixson, M. D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193-203.
29. Minnesota Department of Education. (2003). Minnesota Comprehensive Assessments: Grade 3 reading test specifications. Roseville, MN: Author.
30. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
31. Neter, J., Kutner, M. H., Nachtsheim, C. J., & Wasserman, W. (1996). Applied linear statistical models. Boston, MA: McGraw-Hill.
32. No Child Left Behind Act of 2001. Pub. L. No. 107-110.
33. Powell-Smith, K. A., & Stewart, L. H. (1998). The use of curriculum-based measurement on the reintegration of students with mild disabilities. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 254-307). New York: Guilford Press.
34. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton-Mifflin.
35. Shinn, M. R. (1989a). Identifying and defining academic problems: CBM screening and eligibility procedures. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 90-129). New York: Guilford Press.
36. Shinn, M. R. (Ed.). (1989b). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
37. Shinn, M. R. (1995). Best practices in curriculum-based measurement and its use in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 547-567). Washington, DC: National Association of School Psychologists.
38. Shinn, M. R. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 4, pp. 671-697). Silver Spring, MD: National Association of School Psychologists.
39. Shinn, M. R., & Shinn, M. M. (2002). Administration and scoring of reading curriculum-based measurement (R-CBM) for use in general outcome measurement. Eden Prairie, MN: Edformation.
40. Silberglitt, B., & Hintze, J. M. (in press). Formative assessment using oral reading fluency cut scores to track progress toward success on state-mandated achievement tests: A comparison of methods. Journal of Psychoeducational Assessment.
41. Stage, S. A., & Jacobsen, M. D. (2001). Predicting student success on a state-mandated performance-based assessment using oral reading fluency. School Psychology Review, 30, 407-419.
42. Swets, J. A. (1996). Signal detection theory and ROC analysis in psychology and diagnostics. Mahwah, NJ: LEA.
43. Swets, J. A., Dawes, R. M., & Monahan, J. (2000). Psychological science can improve diagnostic decisions. Psychological Science in the Public Interest, 1, 1-26.
44. Tatano-Beck, C., & Gable, R. K. (2001). Further validation of the postpartum depression screening scale. Nursing Research, 50, 155-164.
45. Tilly, W. D., & Grimes, J. (1998). Curriculum-based measurement: One vehicle for systematic educational reform. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 32-88). New York: Guilford Press.