Reading Proficiency in Elementary: Considering Statewide Testing, Teacher Ratings and Rankings, and Reading Curriculum-Based Measurement

2019 ◽  
Vol 48 (3) ◽  
pp. 267-275
Author(s):  
Kristen N. Missall ◽  
Michelle K. Hosp ◽  
John L. Hosp
Keyword(s):  
Reading Proficiency ◽  
Teacher Ratings ◽  
Curriculum Based Measurement ◽  
Reading Curriculum ◽  
Statewide Testing

Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R

2020 ◽  
pp. 153450842093780
Author(s):  
Joseph F. T. Nese ◽  
Akihito Kamata
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Standard Error ◽  
Reading Proficiency ◽  
Student Growth ◽  
Curriculum Based Measurement ◽  
Poor Reading ◽  
Model Based ◽  
Standard Error Of Measurement ◽  
Large Standard Error

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the SEM of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional SEM (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems.

Systematic Review of Curriculum-Based Measurement with Students Who Are Deaf

2020 ◽  
Vol 25 (4) ◽  
pp. 398-410
Author(s):  
Elizabeth A Lam ◽  
Kristen L McMaster ◽  
Susan Rose
Keyword(s):  
Reading Fluency ◽  
Hard Of Hearing ◽  
Student Outcomes ◽  
Reliability And Validity ◽  
Curriculum Based Measurement ◽  
Validity Evidence ◽  
Reading Curriculum ◽  
Technical Adequacy ◽  
Technical Properties ◽  
Instructional Decision

Abstract This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write in missing words given blank lines within a passage), and maze (circle the target word given multiple choice options within a passage). Data obtained from these measures were generally found to be internally consistent and stable with validity evidence varying across measures. Emerging evidence supports the utility of CBM for students who are DHH. Further empirical evidence is needed to continue to explore technical properties, identify if student scores are sensitive to growth over short periods of time, and examine whether CBM data can be used to inform instructional decision-making to improve student outcomes.

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.

Assessing Teacher Usability of Written Expression Curriculum-Based Measurement

2018 ◽  
Vol 45 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Anita M. Payan ◽  
Milena Keller-Margulis ◽  
Andrea B. Burridge ◽  
Samuel D. McQuillin ◽  
Kristen S. Hassett
Keyword(s):  
Test Data ◽  
Poor Performance ◽  
Written Expression ◽  
Curriculum Based Measurement ◽  
Writing Proficiency ◽  
Reading Curriculum ◽  
Students At Risk ◽  
National Test ◽  
Performance Research ◽  
Practical Implications

National test data indicate that some students do not perform well in writing, suggesting a need to identify students at risk for poor performance. Research supports Written Expression Curriculum-Based Measurement (WE-CBM) as an indicator of writing proficiency, but it is less commonly used in practice. This study examined the usability of WE-CBM compared with Reading Curriculum-Based Measurement (R-CBM). Participants included 162 teachers who were given examples of WE-CBM and R-CBM and then completed a usability measure for both curriculum-based measurement (CBM) types. Teachers not only rated WE-CBM as usable but also rated R-CBM significantly higher in usability, with no significant differences in acceptability. Practical implications that may inform modifications to WE-CBM are discussed.

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.

What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

2019 ◽  
Vol 50 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Elizabeth Runnion ◽  
Shelley Gray
Keyword(s):  
Hearing Loss ◽  
Early Literacy ◽  
Skill Development ◽  
Reading Proficiency ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Early Literacy Development ◽  
Literacy Skill Development ◽  
Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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