Examining Variance in Reading Comprehension among Developing Readers: Words in Context (Curriculum-Based Measurement in Reading) versus Words out of Context (Word Lists)

Autor/inn/en	Ardoin, Scott P.; Eckert, Tanya L.; Christ, Theodore J.; White, Mary Jane; Morena, Laura S.; January, Stacy-Ann A.; Hine, Jeffrey F.
Titel	Examining Variance in Reading Comprehension among Developing Readers: Words in Context (Curriculum-Based Measurement in Reading) versus Words out of Context (Word Lists)
Quelle	In: School Psychology Review, 42 (2013) 3, S.243-261 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Reading Comprehension; Word Lists; Accuracy; Grade 1; Elementary School Students; Grade 2; Reading Achievement; Reading Fluency; Measurement Techniques; Intervention; Reading Instruction; Reading Rate; Screening Tests; Curriculum Based Assessment; Correlation; Statistical Analysis; Norm Referenced Tests; Achievement Tests; Standardized Tests; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Leseverstehen; Wortliste; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Leseleistung; Messtechnik; Leseunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Screening-Verfahren; Korrelation; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	Curriculum-based measurement in reading (CBM-R) is a widely used measure for identifying students in need of reading intervention and monitoring their progress. Despite a large base of research supporting the efficacy of CBM-R as a measure of comprehension, critics maintain that CBM-R is little more than a measure of word reading. The current study extends existing research by examining the extent to which CBM-R is a measure of student performance beyond word reading rate and accuracy as well as examining the benefits of administering a word list to early elementary students. Participants included 143 first-grade and 147 second-grade students. All students were administered a norm-referenced measure of reading achievement, two CBM-R passages, and two word lists. Results replicate and extend the literature by highlighting potential differences in the reading behavior of developing and fluent readers and demonstrating the potential need to administer measures of word list reading when conducting screenings in early grades. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04