Yazar "Missall, Kristen N." seçeneğine göre listele

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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.