Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade

Autor/inn/en	January, Stacy-Ann A.; Ardoin, Scott P.; Christ, Theodore J.; Eckert, Tanya L.; White, Mary Jane
Titel	Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade
Quelle	In: School Psychology Review, 45 (2016) 3, S.310-326 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Curriculum Based Assessment; Reading Tests; Test Interpretation; Test Use; Word Lists; Screening Tests; Grade 1; Grade 2; Elementary School Students; Scores; Word Recognition; Reading Achievement; At Risk Students; Reading Difficulties; Accuracy; Norm Referenced Tests; Reading Skills; Achievement Tests; Standardized Tests; Statistical Analysis; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Lesetest; Test analysis; Testauswertung; Testanwendung; Wortliste; Screening-Verfahren; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Worterkennung; Leseleistung; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane's argument-based approach to validation as a framework to evaluate the interpretations and use of scores resulting from screening 257 first- and second-grade students. First, scores from three word lists (decodable WIF, high-frequency WIF, and whole-word NWF) were examined as indicators of reading achievement. Then, the use of these word list scores was evaluated regarding their ability to classify at-risk readers accurately and as supplements to CBM-R during the winter universal screening period. Participants were also concurrently administered a norm-referenced measure of early reading skills and global reading achievement. Results suggested that the word lists were good indicators of reading achievement and provided support for using CBM-R or a word list in conjunction with CBM-R to discriminate among at-risk readers. Findings have implications for the administration of universal screeners in first and second grade. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11