Classroom Effects Are as Large as Grade-Level Effects on Curriculum-Based Measurement Maze Reading Scores of Secondary School Students with and without Special Educational Needs

Autor/inn/en	Jungjohann, Jana; Schurig, Michael; Gebhardt, Markus
Titel	Classroom Effects Are as Large as Grade-Level Effects on Curriculum-Based Measurement Maze Reading Scores of Secondary School Students with and without Special Educational Needs
Quelle	In: Journal of Research in Reading, 46 (2023) 4, S.411-429 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jungjohann, Jana) ORCID (Schurig, Michael) ORCID (Gebhardt, Markus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12436
Schlagwörter	Reading Comprehension; Secondary School Students; Student Evaluation; Scores; Student Characteristics; Gender Differences; Immigrants; Learning Disabilities; Language Impairments; Students with Disabilities; Classroom Environment; Instructional Program Divisions; Context Effect; Institutional Characteristics; Grade 5; Grade 6; Grade 7; Grade 8; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Leseverstehen; Sekundarschüler; Schulnote; Studentische Bewertung; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Klassenklima; Unterrichtsklima; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Background: Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making. Methods: We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5-8? Results: The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = 0.094) is almost as large as by the variable grade level (ICC = 0.126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = 0.02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R[superscript 2] = 0.114). Conclusions: Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01