Effects of Curriculum within Curriculum-Based Measurement

1991 ◽  
Vol 58 (3) ◽  
pp. 232-243 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Stanley L. Deno
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Growth Rates ◽  
Grade Level ◽  
Criterion Validity ◽  
Difficulty Level ◽  
Curriculum Based Measurement ◽  
Reading Curriculum ◽  
Developmental Growth ◽  
Technical Features

This study assessed the effects of curriculum on technical features within curriculum-based measurement in reading. Curriculum was defined as the difficulty of material and the basal series from which students read. Technical features were the criterion validity and developmental growth rates associated with the measurement. Ninety-one students took a commercial, widely used test of reading comprehension and read orally for 1 minute from each of 19 passages, one from each grade level within two reading series. Correlations between the oral reading samples and the test of reading comprehension were similar across difficulty levels and across series. Developmental growth rates also remained strong regardless of difficulty level and series.

Meta-Analysis of Criterion Validity for Curriculum-Based Measurement in Written Language

2016 ◽  
Vol 51 (2) ◽  
pp. 72-82 ◽  
Author(s):  
John Elwood Romig ◽  
William J. Therrien ◽  
John W. Lloyd
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Criterion Validity ◽  
Written Language ◽  
Curriculum Based Measurement ◽  
Inclusion Criteria ◽  
Correct Word

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies ( N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable criterion validity with commercially developed and state- or locally developed criterion assessments. Results indicated trends for scoring procedures at each grade level. Implications for researchers and practitioners are discussed.

How Much Growth Can We Expect? A Conditional Analysis of R—CBM Growth Rates by Level of Performance

2007 ◽  
Vol 74 (1) ◽  
pp. 71-84 ◽  
Author(s):  
Benjamin Silberglitt ◽  
John M. Hintze
Keyword(s):  
Hierarchical Linear Modeling ◽  
Growth Rates ◽  
Initial Level ◽  
Curriculum Based Measurement ◽  
Reading Growth ◽  
Linear Modeling ◽  
Reading Curriculum ◽  
Benchmark Assessments ◽  
Performance Results ◽  
Rates Of Growth

This study examined the reading growth rates of 7,544 students in Grades 2–6, measured over 1 year using Reading—Curriculum-Based Measurement (R—CBM) benchmark assessments administered in the fall, winter, and spring. The authors used hierarchical linear modeling to establish and compare student rates of growth within each grade level based on initial level of performance. Results suggest that growth rates vary significantly, conditional on initial level of performance, with much lower rates of growth for students at the bottom and top of the distribution. Implications for using R—CBM in a response-to-intervention model are discussed.

PRE-MATERNAL ISOLATION EFFECTS ON BEHAVIOUR AND ENDOCRINE FUNCTION OF OFFSPRING

1969 ◽  
Vol 62 (2) ◽  
pp. 367-384 ◽  
Author(s):  
A. M. Sackler ◽  
A. S. Weltman ◽  
R. Schwartz ◽  
P. Steinglass
Keyword(s):  
Locomotor Activity ◽  
Growth Rates ◽  
Female Offspring ◽  
The Body ◽  
Endocrine Function ◽  
Male And Female ◽  
Isolation Stress ◽  
Developmental Growth ◽  
Body Weights ◽  
And Control

ABSTRACT This report was designed to determine combined effects of maternal endocrine imbalances and abnormal behaviour due to prolonged isolation stress of female mice on the behaviour, developmental growth rate and endocrine function of their offspring. Sixty female albino mice averaging 19 g were divided equally into isolated and control groups. The isolated females were housed singly; control females were maintained in groups of 2 mice per cage. After observation of behavioural and physiological effects characteristic of isolation stress in the test mice, all isolated and control mice were mated after a 6½ month experimental, isolation period. No differences were observed in fertility and fecundity of the two groups of mothers. Analyses of developmental growth rates of the litters of the isolated versus control mothers showed significantly lower body weights in the test offspring at 3 and 4 weeks of age. The body weights of the female offspring remained significantly lower from the 4th to 11th weeks. The effects on the body weights of the male offspring declined and were no longer statistically significant at the 5th to 11 weeks. Locomotor activity at 4½ and 8 weeks of age was markedly or significantly higher in the male and female mice from isolated mothers. Tail-blood samples taken prior to autopsy at 5 and 11 weeks of age revealed significant decreases in the total leukocyte and eosinophil counts of both sexes. At the two ages, the absolute and relative spleen and thymus weights of the male and female offspring were markedly and/or significantly lower than the values observed in counterpart young from control females. Significant decreases were also observed in the absolute gonadal organ weights of both sexes at 11 weeks of age. The various data indicated inhibited growth rates, heightened locomotor activity and evasiveness, as well as evidence of increased adrenocortical function in the offspring from test mothers. The gonadal weight decreases suggested retarded gonadal development. Further studies using split-litter techniques are required to differentiate the effects of prenatal endocrine imbalances versus postnatal maternal influence (i. e., nursing care) on the offspring.

Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

2009 ◽  
Vol 47 (6) ◽  
pp. 427-469 ◽  
Author(s):  
Amy L. Reschly ◽  
Todd W. Busch ◽  
Joseph Betts ◽  
Stanley L. Deno ◽  
Jeffrey D. Long
Keyword(s):  
Reading Achievement ◽  
Oral Reading ◽  
Meta Analysis ◽  
Curriculum Based Measurement

scholarly journals Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

2021 ◽  
pp. 026553222199148
Author(s):  
Tineke Brunfaut ◽  
Judit Kormos ◽  
Marije Michel ◽  
Michael Ratajczak
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Grade Level ◽  
Reading Test ◽  
Reading Task ◽  
Young Learners ◽  
The Impact ◽  
Comprehension Accuracy

Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

2015 ◽  
Vol 37 ◽  
pp. 81-95 ◽  
Author(s):  
Carolyn A. Denton ◽  
Christopher A. Wolters ◽  
Mary J. York ◽  
Elizabeth Swanson ◽  
Paulina A. Kulesz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Reading Proficiency ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
And Gender
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