Incremental and predictive utility of formative assessment methods of reading comprehension

Journal of School Psychology

Volumn 47, Issue 5, 2009, Pages 315-335

  Marcotte, Amanda M ^a   Hintze, John M ^a  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

Curriculum based measurement; Reading comprehension

Indexed keywords

ACHIEVEMENT; APTITUDE; ARTICLE; CHILD; COMPREHENSION; CURRICULUM; EDUCATION; HUMAN; LINGUISTICS; METHODOLOGY; OBSERVER VARIATION; READING; STATISTICS;

ACHIEVEMENT; APTITUDE; CHILD; COMPREHENSION; CURRICULUM; EDUCATIONAL MEASUREMENT; HUMANS; OBSERVER VARIATION; READING; VOCABULARY;

EID: 68949206334     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2009.04.003     Document Type: Article

References (51)

1. Adams M.J. Beginning to read: Thinking and learning about print (1990), MIT Press, Cambridge, MA
2. Barger J. Comparing the DIBELS oral reading fluency indicator and the North Carolina end of grade reading assessment (2003), North Carolina Teacher Academy, Asheville, NC (Technical Report)
3. Buck J., and Torgesen J. The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (2003), Florida Center for Reading Research, Tallahassee, FL (FCRR Technical Report #1)
4. Cohen J. Statistical power analysis for behavioral sciences. 2nd ed. (1988), Lawrence Earlbaum Associates, Hillsdale, NJ
5. Deno S.L. Curriculum-based measurement: The emerging alternative. Exceptional Children 52 3 (1985) 219-232
6. Fuchs L.S., and Fuchs D. Effects of systematic formative evaluation: A meta-analysis. Exceptional Children 53 3 (1986) 199-208
7. Fuchs L.S., Fuchs D., and Hamlett C.L. Monitoring reading growth using student recalls: Effects of two teacher feedback systems. Journal of Educational Research 83 2 (1989) 103-110
8. Fuchs L.S., Fuchs D., Hosp M.K., and Jenkins J.R. Oral reading fluency as an indicator of reading competence: A theoretical, empirical and historical analysis. Scientific Studies of Reading 5 (2001) 239-257
9. Fuchs L.S., Fuchs D., and Maxwell L. The validity of informal reading comprehension measures. Remedial and Special Education 9 2 (1988) 20-28
10. Gardner E.F., Rudman H.C., Karlsen B., and Merwin J.C. Stanford achievement test (1982), Hartcourt, Brace, Jovanavich, Iowa City
11. In: Good R.H., and Kaminski R.A. (Eds). Dynamic indicators of basic early literacy skills. 6th ed. (2002), Institute for the Development of Educational Achievement, Eugene, OR. http://dibels.uoregon.edu/ Retrieved September 12, 2004, from http://dibels.uoregon.edu/
12. Greene B.A., Royer J.M., and Anzalone S.J. A new technique for measuring listening and reading literacy in developing countries. International Review of Education 36 (1990) 57-68
13. Guthrie J.T. Reading comprehension and syntactic responses in good and poor readers. Journal of Educational Psychology 65 (1973) 294-299
14. Guthrie J.T., Siefert M., Burnham N.A., and Caplan R.I. The maze technique to assess, monitor reading comprehension. The Reading Teacher 28 (1974) 161-168
15. Hintze J.M., Callahan J.E., Matthews W.J., Williams S.A., and Tobin K. Oral reading fluency and the prediction of reading comprehension in African-American and Caucasian elementary school children. School Psychology Review 31 (2002) 540-553
16. Hintze J.M., Owen S.V., Shapiro E.S., and Daly E.J. Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement. School Psychology Quarterly 15 (2000) 52-68
17. Hintze J.M., Shapiro E.S., Conte K.L., and Basile I.M. Oral reading fluency and authentic reading material: Criterion validity of the technical features of CBM survey-level assessment. School Psychology Review 26 (1997) 535-553
18. Hintze J.M., and Silberglitt B. A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high stakes testing. School Psychology Review 34 (2005) 372-386
19. Holm S. A simple sequentially rejective multiple test procedure. Scandinavian Journal of Statistics 6 (1979) 65-70
20. Howell K., and Nolet. Curriculum-based evaluation: Teaching and decision-making. 3rd ed. (2000), Wadsworth Thomson Learning, Scarborough, Ontario
21. Jenkins J.R., Fuchs L.S., van den Broek P., Espin C., and Deno S.L. Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology 95 (2003) 719-729
22. Jenkins J.R., and Jewell M. Examining the validity of two measures of formative teaching: Reading aloud and maze. Exceptional Children 59 (1993) 421-432
23. Kaminski R.A., and Good R.H. Assessing early literacy skills in a problem-solving model: Dynamic indicators of basic early literacy skills. In: Shinn M. (Ed). Advanced applications of curriculum based measurement (1989), Guilford Publications, New York 113-142
24. Karlsen B., Madden R., and Gardner E.F. Stanford Diagnostic Reading Test (1976), Psychological Corporation, San Antonio, TX
25. Kintsch W. The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review 95 (1988) 163-182
26. Kintsch W., and van Dijk T.A. Toward a model of text comprehension and production. Psychological Review 84 (1978) 363-394
27. Manchester, K., Marcotte, A.M., & Matthews, W.J. (2004). An initial reliability and concurrent validity investigation of the Dynamic Indicators of Basic Early Literacy Skills' Retell Fluency. Paper presented at the meeting of the National Association of School Psychologists, Dallas, TX.
28. Marchant J.P., Royer J.M., and Greene B.A. Superior reliability and validity for a new for of the Sentence Verification Technique for measuring comprehension. Educational and Psychological Measurement 48 (1988) 827-834
29. Markman E.M. Realizing that you don't understand: Elementary school children's awareness of inconsistencies. Child Development 50 (1979) 643-655
30. Marston D.B. A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In: Shinn M.R. (Ed). Curriculum-based assessment: Assessing special children (1989), Guilford Press, New York, NY 18-78
31. Moats L.C. Teaching reading is rocket science: What experts teachers of reading should know and be able to do (1999), American Federation of Teachers, Washington, DC. http://www.aft.org/pubsreports/downloads/teachers/rocketsci.pdf Also available from http://www.aft.org/pubsreports/downloads/teachers/rocketsci.pdf
32. National Assessment of Educational Progress (NAEP). The nation's report card: NAEP 2004 trends in academic progress: Three decades of student performance in reading and mathematics. (NCES Number 2005484) (2005), U.S. Department of Education Institute of Educational Sciences, Washington, DC. http://nces.ed.gov/nationsreportcard/ Retrieved February 20, 2005, from http://nces.ed.gov/nationsreportcard/
33. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000), National Institute of Child Health and Human Development, Bethesda. MD. http://www.nationalreading%20panel.org/ Retrieved October 3, 2004 http://www.nationalreading panel.org/
34. Parker R., Hasbrouck J.E., and Tindal G. The maze as a classroom-based reading measure: Construction methods, reliability and validity. The Journal of Special Education 26 (1992) 195-218
35. RAND Reading Study Group. Reading for understanding: Toward an R&D program in reading comprehension (2002), RAND Corporation, Santa Monica, CA
36. Royer J.M. Developing reading and listening comprehension tests based on the sentence verification technique (SVT). Journal of Adolescent and Adult Literacy 45 (2001) 30-42
37. Royer J.M., and Carlo M.S. Assessing the language acquisition progress of Limited-English-Proficient students: Problems and a new alternative. Applied Measurement in Education 4 (1991) 85-113
38. Royer J.M., and Cunningham D.J. On the theory and measurement of reading comprehension. Contemporary Educational Psychology 6 (1981) 187-216
39. Shaw R., and Shaw D. DIBELS oral reading fluency-based indicators of third grade reading skills for Colorado State Assessment Program (CSAP) (2002), University of Oregon, Eugene, OR (Technical Report)
40. Shin J., Deno S.L., and Espin C. Technical adequacy of the maze task for curriculum-based measurement of reading growth. The Journal of Special Education 34 (2000) 164-172
41. Shinn M.R., Good R.H., Knutson N., Tilly W.D., and Collins V.L. Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review 21 (1992) 459-479
42. Shinn M.R., and Shinn M.M. AIMSWeb training workbook: Administration and scoring of reading curriculum-based measurement (R-CBM) for use in general outcome measurement (2002). http://www.edformation.com/ Retrieved September 12, 2004 from http://www.edformation.com/
43. Silberglitt B., and Hintze J.M. Formative assessment using CBM-R cut scores to track progress toward success on state-mandated achievement tests: A comparison of methods. Journal of Psychoeducational Assessment 23 (2005) 304-325
44. Stage S.A., and Jacobsen M.D. Predicting student success on a state-mandated performance-based assessment using oral reading fluency. School Psychology Review 30 (2001) 407-420
45. Tarver S.G., Hallahan D.P., Kauffman J.M., and Ball D.W. Verbal rehearsal and selective attention in children with learning disabilities: A developmental lag. Journal of Learning Disabilities 10 (1976) 27-35
46. Torgesen J.K. The role of nonspecific factors in the task performance of learning disabled children: A theoretical assessment. Journal of Learning Disabilities 10 (1977) 27-34
47. Torgesen J.K. Lessons learned from research on interventions for students who have difficulty learning to read. In: McCardle P., and Chhabra V. (Eds). The voice of evidence in reading research (2004), Paul H. Brookes, Baltimore, MD
48. U.S. Department of Education. Reading first (2002), Office of Secondary and Elementary Education. http://www.ed.gov/programs/readingfirst/index.html Retrieved March 2 2004, from http://www.ed.gov/programs/readingfirst/index.html
49. Wayman M.M., Wallace T., Wiley H.I., Ticha R., and Espin C.A. Literature synthesis on curriculum-based measurement in reading. The Journal of Special Education 41 (2007) 85-120
50. Williams K.T. The group reading assessment and diagnostic evaluation (2001), AGS Publishing, Circle Pine, MN
51. Wong B.Y.L. Activating the inactive learner: Use of questions/prompts to enhance comprehension and retention of implied information in learning disabled children. Learning Disability Quarterly 3 (1980) 29-37