Graduation Year

2005

Document Type

Ed. Specalist

Degree

Ed.S.

Degree Granting Department

Interdisciplinary Education

Major Professor

Kelly A. Powell-Smith, Ph.D.

Committee Member

Kathy L. Bradley-Klug, Ph.D.

Committee Member

Jeffrey Kromrey, Ph.D.

Keywords

Statewide assessments, Screening, Accountability, Decision-making, Educational utility

Abstract

This study examined the long-term predictive validity of four reading fluency measures on a statewide reading assessment. The reading fluency measures were administered to a group of first and second grade students and their utility for predicting outcomes on a state's reading assessment in third grade was examined. Specifically, the amount of variance accounted for on the outcome assessment by Curriculum-Based Measurement ñ Reading (R-CBM) probes from two sources, a list fluency measure, and a group measure of fluency was investigated. The extent to which each is an accurate predictor of long-term performance when considered individually and in combination with the other measures was included in the analyses, along with an examination of whether a difference exists in the obtained prediction between grade levels. Results of the analyses indicated that the R-CBM probes from both sources tended to account for the most variance on the state's outcome assessment, followed by the list fluency measure and then the group fluency measure. This pattern was evident regardless of whether a single predictor or a combination of predictors was considered. Results of the grade-level analysis indicated that no significant differences were obtained in the amount of variance accounted for by the measures between grade levels. These results are discussed in terms of their potential implications for research and practice in the field of education.

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