Measurement properties of dibels oral reading fluency in grade 2:Implications for equating studies

Assessment for Effective Intervention

Volumn 38, Issue 2, 2013, Pages 76-90

  Stoolmiller, Michael ^a   Biancarosa, Gina ^a   Fien, Hank ^a  

^a UNIVERSITY OF OREGON   (United States)

Author keywords

Curriculum based measurement; Reading literacy; Test construction

Indexed keywords

EID: 84880100997     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/1534508412456729     Document Type: Article

References (31)

1. Ardoin, S. P., Suldo, S. M., Witt, J., Aldrich, S., & McDonald, E. (2005). Accuracy of readability estimates' predictions of CBM performance. School Psychology Quarterly, 20, 1-22. doi:10.1521/scpq.20.1.1.64193
2. Ardoin, S. P., Williams, J. C., Christ, T. J., Klubnik, C., & Wellborn, C. (2010). Examining readability estimates' predictions of students' oral reading rate: Spache, Lexile, and Forcast. School Psychology Review, 39, 277-285.
3. Asparouhov, T., & Muthen, B. (2010). Computing the strictly positive Satorra-Bentler chi-square test in Mplus (Mplus Web Notes No. 12). Los Angeles, CA: Muthen & Muthen. Retrieved from http://www.statmodel.com/examples/ webnote.shtml#web12
4. Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42, 1-20.
5. Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J., Kame'enui, E. J., & Thomas Beck, C. (2008). Reading fluency as a predictor of reading proficiency in low-performing high poverty schools. School Psychology Review, 37, 18-37.
6. Betts, J., Pickart, M., & Heistad, D. (2009). An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms. Journal of School Psychology, 47, 1-17. doi:10.1016/j.jsp.2008.09.001
7. Biancarosa, G., Bryk, A. S., & Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. Elementary School Journal, 111, 7-34.
8. Breusch, T. S., & Pagan, A. R. (1979). A simple test for heteroscedasticity and random coefficient variation. Econometrica, 47, 1287-1294.
9. Christ, T. J., & Ardoin, S. P. (2009). Curriculum-based measurement of oral reading: Passage equivalence and probe-set development. Journal of School Psychology, 47, 55-75. doi:10.1016/j.jsp.2008.09.004
10. Christ, T. J., & Silberglitt, B. (2007). Curriculum-based measurement of oral reading fluency: The standard error of measurement. School Psychology Review, 36, 130-146.
11. Dynamic Measurement Group. (2008). DIBELS 6th edition technical adequacy information. (Technical Report No. 6). Eugene, OR: Author.
12. Francis, D. J., Santi, K. L., Barr, C., Fletcher, J. M., Varisco, A., & Foorman, B. R. (2008). Form effects on the estimation of students' oral reading fluency using DIBELS. Journal of School Psychology, 46, 315-342. doi:10.1016/j.jsp.2007.06.003
13. Gelman, A., & Hill, J. (2007). Data analysis using regression and multilevel/hierarchical models. New York, NY: Cambridge University Press.
14. Gersten, R. M., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2009). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades: A practice guide (No. NCE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http:/ies.ed.gov/ncee/wwc/publications/practiceguides/
15. Good, R. H., & Kaminski, R. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Education Achievement.
16. Holland, P. W., & Thayer, D. T. (2000). Univariate and bivariate loglinear models for discrete test score distributions. Journal of Educational and Behavioral Statistics, 25, 133-183. doi:10.3102/10769986025002133
17. Klein, A., & Moosbrugger, H. (2000). Maximum likelihood estimation of latent interaction effects with the LMS method. Psychometrika, 65, 457-474. doi:10.1007/bf02296338
18. Klein, A., & Muthén, B. O. (2007). Quasi-maximum likelihood estimation of structural equation models with multiple interaction and quadratic effects. Multivariate Behavioral Research, 42, 647-673.
19. Kolen, M. J., & Brennan, R. L. (2004). Test equating, scaling, and linking: Methods and practices (2nd ed.). New York, NY: Springer-Verlag.
20. McDonald, R. P. (1967). Nonlinear factor analysis (Psychometric Monograph No. 15). Richmond, VA: William Byrd Press.
21. Moses, T. (2008). An evaluation of statistical strategies for making equating function selections (Research Report No. ETS RR-08-60). Princeton, NJ: ETS.
22. Muthén, L. K., & Muthén, B. O. (2010). Mplus user's guide (version 6). Los Angeles, CA: Author.
23. Pinheiro, J. C., & Bates, D. M. (2000). Mixed-effects models in S and S-PLUS. New York, NY: Springer.
24. Poncy, B. C., Skinner, C. H., & Axtell, P. K. (2005). An investigation of the reliability and standard error of measurement of words read correctly per minute using curriculum-based measurement. Journal of Psychoeducational Assessment, 23, 326-338.
25. Roberts, G., Good, R., & Corcoran, S. (2005). Story retell: A fluency-based indicator of reading comprehension. School Psychology Quarterly, 20, 304-317.
26. Roehrig, A. D., Petscher, Y., Nettles, S. M., Hudson, R. F., & Torgesen, J. K. (2008). Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes. Journal of School Psychology, 46, 343-366.
27. Salvia, J., Ysseldyke, J. E., & Bolt, S. (2010). Assessment in special and inclusive education (11th ed.). Belmont, CA: Wadsworth.
28. Satorra, A., & Bentler, P. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507-514.
29. Schilling, S., Carlisle, J., Scott, S. E., & Zeng, J. (2007). Are fluency measures accurate predictors of reading achievement? Elementary School Journal, 107, 429-448.
30. Skiba, R., Simmons, A., Ritter, S., Gibb, A., Rausch, M., Cuadrado, J., & Chung, C.-G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74, 264-288.
31. Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795-819. doi:10.1002/pits.20113