TY - JOUR
T1 - Curriculum-Based Measurement of Oral Reading
T2 - Multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes
AU - Christ, Theodore J
AU - Zopluoglu, Cengiz
AU - Monaghen, Barbara D.
AU - Van Norman, Ethan R.
PY - 2013/2
Y1 - 2013/2
N2 - Curriculum-Based Measurement of Oral Reading (CBM-R) is used to collect time series data, estimate the rate of student achievement, and evaluate program effectiveness. A series of 5 studies were carried out to evaluate the validity, reliability, precision, and diagnostic accuracy of progress monitoring across a variety of progress monitoring durations, schedules, and dataset quality conditions. A sixth study evaluated the relation between the various conditions of progress monitoring (duration, schedule, and dataset quality) and the precision of weekly growth estimates. Model parameters were derived from a large extant progress monitoring dataset of second-grade (n= 1517) and third-grade students (n= 1561) receiving supplemental reading intervention as part of a Tier II response-to-intervention program. A linear mixed effects regression model was used to simulate true and observed CBM-R progress monitoring data. The validity and reliability of growth estimates were evaluated with squared correlations between true and observed scores along with split-half reliabilities of observed scores. The precision of growth estimates were evaluated with root mean square error between true and observed estimates of growth. Finally, receiver operator curves were used to evaluate the diagnostic accuracy and optimize decision thresholds. Results are interpreted to guide progress monitoring practices and inform future research.
AB - Curriculum-Based Measurement of Oral Reading (CBM-R) is used to collect time series data, estimate the rate of student achievement, and evaluate program effectiveness. A series of 5 studies were carried out to evaluate the validity, reliability, precision, and diagnostic accuracy of progress monitoring across a variety of progress monitoring durations, schedules, and dataset quality conditions. A sixth study evaluated the relation between the various conditions of progress monitoring (duration, schedule, and dataset quality) and the precision of weekly growth estimates. Model parameters were derived from a large extant progress monitoring dataset of second-grade (n= 1517) and third-grade students (n= 1561) receiving supplemental reading intervention as part of a Tier II response-to-intervention program. A linear mixed effects regression model was used to simulate true and observed CBM-R progress monitoring data. The validity and reliability of growth estimates were evaluated with squared correlations between true and observed scores along with split-half reliabilities of observed scores. The precision of growth estimates were evaluated with root mean square error between true and observed estimates of growth. Finally, receiver operator curves were used to evaluate the diagnostic accuracy and optimize decision thresholds. Results are interpreted to guide progress monitoring practices and inform future research.
KW - Curriculum based measurement oral reading
KW - Diagnostic accuracy
KW - Progress monitoring
KW - Reliability
KW - Simulation
KW - Validity
UR - http://www.scopus.com/inward/record.url?scp=84873088867&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84873088867&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2012.11.001
DO - 10.1016/j.jsp.2012.11.001
M3 - Article
C2 - 23375171
AN - SCOPUS:84873088867
SN - 0022-4405
VL - 51
SP - 19
EP - 57
JO - Journal of school psychology
JF - Journal of school psychology
IS - 1
ER -