Graduation Year

2004

Document Type

Ed. Specalist

Degree

Ed.S.

Degree Granting Department

Psychological and Social Foundations

Major Professor

Kelly Powell-Smith.

Keywords

Curriculum-based measurement, Assessment, Fluency, Literacy

Abstract

The purpose of this study was to clarify and extend previous research on the comparibility of curriculum-based measurement oral reading fluency results using reading materials from outside of the students curriculum for repeated measurement over time. Specifically, this study evaluated the use of generic measurement materials for monitoring student reading growth and expected gains in words read correctly per minute over time at different grade levels. Sixty-four first through third grade students were assessed twice weekly using both AimsWeb and Open Court reading probes. The dependent variables in this study were the level, which is defined as the mean of the data points for each type of probe, and the slopes derived from the number of words read correctly across all of the data collection days.

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