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    Changes in Perceived Social Support and Socioemotional Adjustment Across the Elementary to Junior High School Transition
    (Springer/Plenum Publishers, 2011) Martinez, Rebecca S.; Aricak, O. Tolga; Graves, Misha N.; Peters-Myszak, Jessica; Nellis, Leah
    One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls' perceived total support, close friend support and school support declined while boy's self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed.
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    INFLUENCE OF READING ATTITUDE ON READING ACHIEVEMENT: A TEST OF THE TEMPORAL-INTERACTION MODEL
    (Wiley, 2008) Martinez, Rebecca S.; Aricak, O. Tolga; Jewell, Jeremy
    Despite widespread efforts to prevent reading problems and an abundance of research about best practices in remediating reading skills deficits, reading continues to be exceptionally difficult for many students. Researchers have become interested in investigating the degree to which affective factors such as reading attitude relates to reading performance. In the current study, 76 fourth-grade students were administered Curriculum-Based Measurement tasks in reading (R-CBM) and the Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990, 1999). In the fall of the following school year (4 months later), participants completed a high-stakes statewide reading assessment. Descriptive statistics, Pearson correlations, and a path analysis were computed to address the research questions. Results indicated that both reading ability (beta=.62, p=.01) and reading attitude significantly predicted reading achievement (Indiana Statewide Testing for Educational Progress-Plus:ISTEP+) 4 months later (beta=.22. p=.01), supporting a temporal interactive effect (Kush, Watkins, & Brookhart, 2005) of prior reading attitude and skill on later reading achievement. Additional findings, implications for practice, directions for future research, and limitations of the study are discussed. (c) 2008 Wiley Periodicals, Inc.
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    Technical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergarten
    (Sage Publications Inc, 2009) Martinez, Rebecca S.; Missall, Kristen N.; Graney, Suzanne Bamonto; Aricak, O. Tolga; Clarke, Ben
    The current study examines the technical adequacy of four Early Numeracy Curriculum-Based Measurement (EN-CBM) screening tasks: Oral Counting (OC), Number Identification (NI), Quantity Discrimination (QD), and Missing Number (MN). Results from 59 kindergarten students assessed in the fall and spring reveal moderate to high test-retest and delayed alternate-form reliability. In addition, data from the four measures demonstrate adequate concurrent and predictive validity by comparing them to an established measure of early numeracy. The measures demonstrated growth over time from the beginning to the end of kindergarten. Finally, combinations of the measures were evaluated post hoc, and the combination of NI, QD, and MN produced the highest reliability, validity, and rate of growth coefficients. Overall, results support the technical adequacy of EN-CBM for use with kindergarten-aged children.
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    Universal Screening of Reading in Late Elementary School R-CBM Versus CBM Maze
    (Sage Publications Inc, 2010) Graney, Suzanne Bamonto; Martinez, Rebecca S.; Missall, Kristen N.; Aricak, O. Tolga
    Two curriculum-based measurement tools are commonly used to assess progress in reading in elementary school: R-CBM and CBM maze. R-CBM is used in practice more frequently than CBM maze is, although CBM maze is more time efficient to administer than R-CBM is. The technical adequacy of each of these measures has been reported in the literature; however, a comparative analysis of their technical adequacy has not been published. The purpose of this study was to evaluate the technical adequacy of R-CBM and CBM maze to inform their use in a universal screening program of reading in fourth and fifth grades. Results suggest evidence of short-and long-term alternate forms reliability, criterion validity, and predictive validity for both R-CBM and CBM maze, supporting the possibility that the two measures are comparable for use in universal screening at those grade levels.