Predicting Interim Assessment Outcomes among Elementary-Aged English Learners Using Mathematics Computation, Oral Reading Fluency, and English Proficiency Levels

Autor/inn/en	Hall, Garret J.; Markham, Mitchell A.; McMackin, Meghan; Moore, Elizabeth C.; Albers, Craig A.
Titel	Predicting Interim Assessment Outcomes among Elementary-Aged English Learners Using Mathematics Computation, Oral Reading Fluency, and English Proficiency Levels
Quelle	In: School Psychology Review, 51 (2022) 4, S.498-516 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2022.2041211
Schlagwörter	Elementary School Students; English Language Learners; Language Proficiency; Curriculum Based Assessment; Mathematics Skills; Computation; Oral Reading; Reading Fluency; Mathematics Achievement; Reading Achievement; Predictor Variables; At Risk Students; Achievement Tests; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Mathmatics sikills; Mathematical ability; Leseleistung; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study assessed the incremental predictive value of English language proficiency (ELP) beyond CBM performance. The results indicated that ELP explains a significant portion of variability above M-COMP and R-CBM and increases the accuracy of predicting at-risk performance status on spring measures of mathematics and reading. The findings highlight the challenges of assessing the predictive accuracy of M-COMP and R-CBM among students classified as ELs, as well as the extent to which comprehensive measures of ELP account for variance in both performance level and at-risk status beyond CBMs. The implications for school data-based decision-making for language-minoritized students and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01