Curriculum-based measurement of oral reading: Evaluation of growth estimates derived with pre-post assessment methods

Assessment for Effective Intervention

Volumn 38, Issue 3, 2013, Pages 139-153

  Christ, Theodore J ^a   Monaghen, Barbara D ^a   Zopluoglu, Cengiz ^a   Van Norman, Ethan R ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Assessment; Curriculum based measurement; Program evaluation; Progress monitoring; Reading; Response to intervention

Indexed keywords

EID: 84889072255     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/1534508412456417     Document Type: Article

References (53)

1. Ardoin, S. P., & Christ, T. J. (2008). Evaluating curriculum based measurement slope estimate using data from tri-annual universal screenings. School Psychology Review, 37, 109-125.
2. Ardoin, S. P., & Christ, T. J. (2009). Curriculum based measurement of oral reading: Standard errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an experimental passage set. School Psychology Review, 38, 266-283.
3. Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (in press). Curriculum based measurement of oral reading (CBM-R): A review and summary of progress monitoring decision rules and available evidence. Journal of School Psychology.
4. Christ, T. J. (2006). Short term estimates of growth using curriculum-based measurement of oral reading fluency: Estimates of standard error of the slope to construct confidence intervals. School Psychology Review, 35, 128-133.
5. 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.
6. Christ, T. J., Ardoin, S. P., Eckert, T. L., & White, M. J. (2010a). Formative assessment instrumentation and procedures for reading (FAIP-R): Development of level one passage-sets (Tech. Rep. No. 1). Minneapolis, MN: Author.
7. Christ, T. J., Ardoin, S. P., Eckert, T. L., & White, M. J. (2010b). Formative assessment instrumentation and procedures for reading (FAIP-R): Development of level two and three passage-sets (Tech. Rep. No. 2). Minneapolis, MN: Author.
8. Christ, T. J., Zopluoglu, C., Long, D. J., & Monaghen, B.D. (2012). Curriculum-based measurement of oral reading (CBM-R): Quality of progress monitoring outcomes. Exceptional Children, 78(3), 356-373.
9. Christ, T. J., Zopluoglu, C., Monaghen, B., & Van Norman, E. R. (in press). Curriculum-based measurement of oral reading: multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes. Manuscript submitted for publication.
10. Colon, E. P., & Kranzler, J. H. (2006). Effect of instructions on curriculum-based measurement of reading. Journal of Psychoeducational Assessment, 24, 318-328.
11. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Orlando, FL: Harcourt Brace.
12. Cronbach, L. J., & Furby, L. (1970). How we should measure "change": Or should we? Psychological Bulletin, 74, 68-80.
13. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
14. Deno, S. L. (1986). Formative evaluation of individual student programs: A new role for school psychologists. School Psychology Review, 15, 358-374.
15. Deno, S. L. (2002). Problem solving as best practices. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 37-56). Bethesda, MD: National Association of School Psychologists.
16. Deno, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37, 184-192.
17. Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507-524.
18. Deno, S. L., Marston, D., & Tindal, G. (1985). Direct and frequent curriculum-based measurement: An alternative for educational decision making. Special Services in the Schools, 2(2), 5-27.
19. Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
20. Derr, T. F., & Shapiro, E. S. (1989). A behavioral evaluation of curriculum-based assessment of reading. Journal of Psychoeducational Assessment, 7, 148-160.
21. Derr-Minneci, T. F., & Shapiro, E. S. (1992). Validating curriculum-based measurement in reading from a behavioral perspective. School Psychology Quarterly, 7, 2-16.
22. Fitzmaurice, G. M., Laird, N. M., & Ware, J. H. (2004). Applied longitudinal analysis. Hoboken, New Jersey: John Wiley & Sons.
23. 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.
24. Fuchs, D., Fuchs, L. S., McMaster, K. N., & Al Otaiba, S. (2003). Identifying children at risk for reading failure: Curriculumbased measurement and the dual-discrepancy approach. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 431-449). New York, NY: Guilford.
25. 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.
26. Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 3-14.
27. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education, 10(2), 43-52.
28. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Whinnery, K. (1991). Effects of goal line feedback on level, slope, and stability of performance within curriculum-based measurement. Learning Disabilities Research & Practice, 6, 66-74.
29. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
30. Good, R. H., & Shinn, M. R. (1990). Forecasting accuracy of slope estimates for reading curriculum-based measurement: Empirical evidence. Behavioral Assessment, 12, 179-193.
31. Harwell, M., Stone C. A., Hsu, T. C., & Kirisci, L. (1996). Monte Carlo studies in item response theory. Applied Psychological Measurement, 20, 101-125.
32. Hintze, J. M., & Christ, T. J. (2004). An examination of variability as a function of passage variance in CBM progress monitoring. School Psychology Review, 33, 204-217.
33. Jenkins, J. R., Graff, J. J., & Miglioretti, D. L. (2009). Estimating reading growth using intermittent CBM progress monitoring. Exceptional Children, 75, 151-163.
34. Jenkins, J. R., & Terjeson, K. J. (2011). Monitoring reading growth: Goal setting, measurement frequency, and methods of evaluation. Learning Disabilities Research & Practice, 26, 28-35.
35. Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K. (2005). Measuring gains in reading ability with passage reading fluency. Learning Disabilities Research & Practice, 20, 245-253.
36. Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York, NY: Oxford University Press.
37. National Center for Response to Intervention. (2009). Classification Accuracy. Retrieved from http://rti4success.org/chart/screeningTools/scoring- rubrics/classification.html
38. Nunnally, J. C. (1970). Introduction to psychological measurement. New York, NY: McGraw-Hill.
39. 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.
40. R Development Core Team. (2009). R: A language and environment for statistical computing. Available from http://www.Rproject.org
41. Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York, NY: Guildford.
42. Shinn, M. R. (2008). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (pp. 243-262). Bethesda, MD: National Association of School Psychologists.
43. Shinn, M. R., Good, R. H., III, Knutson, N., Tilly, W. D., III, & Collins, V. L. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459-479.
44. Shinn, M. R., Good, R. H., & Stein, S. (1989). Summarizing trend in student achievement: A comparison of methods. School Psychology Review, 18, 356-370.
45. Shinn, M. R., & Shinn, M. M. (2002). AIMSweb training workbook: Administration and scoring of Reading Curriculum Based Measurement (R-CBM) for use in general outcomes measurement. Available from www.aimsweb.com
46. Silberglitt, B., & Hintze, J. M. (2005). 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, 304-325.
47. 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.
48. Swets, J. A. (1988). Measuring the accuracy of diagnostic systems. Science, 240(4857), 1285-1293.
49. Swets, J. A., Dawes, R. M., & Monahan, J. (2000). Psychological science can improve diagnostic decisions. Psychological Science in the Public Interest, 1, 1-26.
50. Verbeke, G., & Molenberghs, G. (2000). Linear mixed models for longitudinal data. New York, NY: Springer-Verlag.
51. Wayman, M. M., Wallace, T., Wiley, H. I., Ticha, R., & Espin, C. A. (2007). Literature synthesis on curriculum-based measurement in reading. Journal of Special Education, 41, 85-120.
52. Wesson, C., Deno, S., Mirkin, P., Mirkin, G., Skiba, R., King, R., & Sevcik, B. (1988). A causal analysis of the relationship among ongoing curriculum-based measurement and evaluation, the structure of instruction and student achievement. Journal of Special Education, 22, 330-343.
53. White, O. R., & Haring, N. G. (1980). Exceptional teaching (2nd ed.). Columbus, OH: Merrill.