Differences among Subgroups in Concurrent and Predictive Validity of Timed Oral Reading Fluency Measures and Informal Reading Inventories on Performance on Computer Adaptive Assessments of Reading

Autor/in	Perry, Paul J.
Titel	Differences among Subgroups in Concurrent and Predictive Validity of Timed Oral Reading Fluency Measures and Informal Reading Inventories on Performance on Computer Adaptive Assessments of Reading
Quelle	(2016), (133 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northern Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-0089-4
Schlagwörter	Hochschulschrift; Dissertation; Predictive Validity; Oral Reading; Reading Fluency; Informal Reading Inventories; Tests; Scores; Computer Assisted Testing; High Stakes Tests; Correlation; Reading Ability; Grade 2; Grade 3; Grade 4; Grade 5; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Examination; Prüfung; Examen; Korrelation; Reading competence; Lesekompetenz; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseunterricht
Abstract	Recent legislation such as No Child Left Behind and the Performance Evaluation Reform Act (PERA) increasingly pressure teachers and schools to be accountable for instructional time in the form of improved test scores. As a result, students are given an increasing variety of assessments in a given school year in an attempt to measure academic growth over time. These assessments frequently occur in the form of curriculum-based measures (CBM) of oral reading fluency, informal reading inventories (IRIs), computer adaptive tests (CATs) of reading, and annual high stakes assessments of reading ability. While a review of the literature reveals a well-established relationship between CBMs, IRIs, and high stakes assessments, less empirical evidence exists that illustrates the relationship between and technical adequacy of CBMs, IRIs, and CATs of reading ability. Specifically, the current study examined the concurrent and predictive validity of CBMs and IRIs on computer adaptive assessments in students in second through fifth grade. Further, given the increasing diversity of student populations, the current study sought to examine the extent to which one's status as an English Learner or student with an Individualized Education Plan (IEP) moderates the relationships between oral reading fluency and CATs and IRIs and CATs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01