Degree Granting Department
Psychological and Social Foundations
Curriculum-based measurement, Assessment, Fluency, Literacy
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.
Scholar Commons Citation
Henson, Kelli S., "Assessing student reading progress: A comparison of generic and basal curriculum-based reading probes" (2004). Graduate Theses and Dissertations.