An Investigation of the Effects of Passage Difficulty Level on Outcomes of Oral Reading Fluency Progress Monitoring
Abstract
This study examined the differential effects of using grade versus goal level reading material on curriculum-based measurement (CBM) progress-monitoring procedures. Participants included a total of 80 students, 20 each from grades 1 through 4. CBM reading passage probes from both grade and goal level material were administered to all students, twice weekly during an 11-week period. Students' rate of progress in each level of materials was indexed using the slope of their data series calculated by ordinary least-squares regression. Results indicate that the amount of progress observed (i.e., slope of improvement) varied as a function of grade and whether student progress was monitored in grade or goal level material.
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The consistent finding in G-theory studies is that raters are rarely influential whereas tasks are nearly always influential.
“These three facets are most typically studied in G-theory; however, the consistent finding is that raters are rarely influential whereas tasks are nearly always influential [81].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [81]
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Curriculum-based measurement of oral reading: Passage equivalence and probe-set development
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- Authors
- Hintze, J. M., Daly, E. J., & Shapiro, E. S.
- Affiliations
- University of Massachusetts Amherst (US)
- University of Cincinnati (US)
- Lehigh University (US)
- Corresponding author
- Hintze, John M.
- ORCID
- Daly, Edward J.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 1998-09-01
- Volume
- 27
- Issue
- 3
- Pages
- 433-445
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1715029947
- Cited by
- 64
- References
- 39
- Citations by year
- 2024: 1 · 2023: 1 · 2020: 1 · 2018: 1 · 2017: 2 · 2015: 2 · 2013: 7 · 2012: 4
- FWCI
- 2.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- ScholarWorks@UMassAmherst (University of Massachusetts Amherst) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- oral reading fluency, progress monitoring, curriculum-based measurement, elementary school students
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