Universal Screening of Reading in Late Elementary School R-CBM Versus CBM Maze
Küçük Resim Yok
Tarih
2010
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Prereferral Intervention/RTI, Reading Assessment, Curriculum-Based Measurement, Evidence-Based Practice, Elementary School, Curriculum-Based Measurement, English Learners, Validity, Comprehension, Progress, Fluency, Fit
Kaynak
Remedial And Special Education
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
31
Sayı
5
