Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade
Document Type
Article
Publication Date
2016
Digital Object Identifier (DOI)
https://doi.org/10.17105/SPR45-3.310-326
Abstract
Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane's argument-based approach to validation as a framework to evaluate the interpretations and use of scores resulting from screening 257 first- and second-grade students. First, scores from three word lists (decodable WIF, high-frequency WIF, and whole-word NWF) were examined as indicators of reading achievement. Then, the use of these word list scores was evaluated regarding their ability to classify at-risk readers accurately and as supplements to CBM-R during the winter universal screening period. Participants were also concurrently administered a norm-referenced measure of early reading skills and global reading achievement. Results suggested that the word lists were good indicators of reading achievement and provided support for using CBM-R or a word list in conjunction with CBM-R to discriminate among at-risk readers. Findings have implications for the administration of universal screeners in first and second grade.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
School Psychology Review, v. 45, issue 3, p. 310-326
Scholar Commons Citation
January, Stacy-Ann A.; Ardoin, Scott P.; Christ, Theodore J.; Eckert, Tanya L.; White, Mary Jane; and Reschly, Amy, "Evaluating the Interpretations and Use of Curriculum-Based Measurement in Reading and Word Lists for Universal Screening in First and Second Grade" (2016). Educational and Psychological Studies Faculty Publications. 230.
https://digitalcommons.usf.edu/esf_facpub/230
