Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement.
Abstract
52-68
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Hintze and Christ found an interaction of probe by grade with controlled passages having smaller SE(b).
“They found an interaction of probe by grade with controlled passages having smaller SE(b).”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [83]
The general finding is that passages differ considerably unless explicitly controlled.
“The general finding is that passages differ considerably unless explicitly controlled [83].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [83]
Cites
Computers and Curriculum-Based Measurement: Effects of Teacher Feedback Systems
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989) · School Psychology Review · doi:10.1080/02796015.1989.12085405 · Cited by 37 · see citing works
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Curriculum-based measurement of oral reading: Passage equivalence and probe-set development
Christ, T. J., & Ardoin, S. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2008.09.004 · Cited by 110 · see citing works
Poncy, B. C., Skinner, C. H., & Axtell, P. K. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300403 · Cited by 105 · see citing works
The Emergence and Possible Futures of Response To Intervention
VanDerHeyden, A. M., Witt, J. C., & Barnett, D. W. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300404 · Cited by 86 · see citing works
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
Weston, T. J., Hayward, C. N., & Laursen, S. L. (2021) · American Journal of Evaluation · doi:10.1177/1098214020931941 · Cited by 20 · see citing works
- Authors
- Hintze, J. M., Owen, S. V., Shapiro, E. S., & Daly, E. J.
- Affiliations
- University of Wisconsin–Madison (US)
- ORCID
- Daly, Edward J.
- Venue
- School Psychology Quarterly
- Published
- 2000
- Volume
- 15
- Issue
- 1
- Pages
- 52-68
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- OpenAlex
- W1975636518
- Cited by
- 88
- References
- 1
- Citations by year
- 2026: 1 · 2024: 1 · 2022: 4 · 2021: 2 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 4 · 2014: 7 · 2013: 4 · 2012: 7
- FWCI
- 7.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Quarterly (publishedVersion)
- Scholarworks (University of Massachusetts Amherst) (submittedVersion)
- ScholarWorks@UMassAmherst (University of Massachusetts Amherst) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- oral reading fluency, generalizability theory, curriculum-based measurement, reading assessment, test-retest reliability
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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