Addressing Teachers' Concerns About the Utility of Multiple Curriculum-Based Measures of Reading in Grades 3–8

• In Event: 34.094 - Fairmont Royal York Roundtable Session Six
  In Roundtable Session: 34.094-7 - Challenges of Assessment and Instruction for Students at Risk

Abstract

Given the lack of consensus about the role performance on screening measures of fluency, vocabulary, and comprehension play in predicting later performance on standardized assessments, teachers have expressed concerns about the instructional relevance and predictive utility of multiple measures. This study addresses these concerns by examining the relations among three curriculum-based measures of reading (CBM-Rs), their classification accuracy, and relative contributions to predicting performance on the standardized reading assessment in Grades 3-8. Results indicate that the classification accuracy of the three CBM-Rs varies to some extent by season and by grade level but that, overall, regression models with all three CBM-Rs as predictors explain the most observed variability in performance on the standardized reading assessment.

Authors

• Deni L. Basaraba, Bethel School District 52

• Pooja Shivraj, American Board of Obstetrics and Gynecology