easyCBM® Reading Criterion Related Validity Evidence: Grades K-1. Technical Report #1309

Autor/inn/en	Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	easyCBM® Reading Criterion Related Validity Evidence: Grades K-1. Technical Report #1309
Quelle	(2013), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Curriculum Based Assessment; Reading Tests; Validity; Correlation; Phonemes; Naming; Reading Fluency; Kindergarten; Grade 1; Progress Monitoring; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Lesetest; Gültigkeit; Korrelation; Fonem; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Test of Word Reading Efficiency (TOWRE), and the Comprehensive Test of Phonological Processing (CTOPP). The correlation between easyCBM® and comparator measures ranged from a low of rs = 0.39 to a high of rs = 0.86 for Grade K and a low of rs = 0.04 to a high of rs = 0.95 for Grade 1 The easyCBM® fluencybased measures had high correlations with comparator measures (r =0.79-0.95). (As Provided).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10