Investigating the Diagnostic Consistency and Incremental Validity Evidence of Curriculum-Based Measurements of Oral Reading Rate and Comprehension

Autor/inn/en	Diggs, Calvary R.; Christ, Theodore J.
Titel	Investigating the Diagnostic Consistency and Incremental Validity Evidence of Curriculum-Based Measurements of Oral Reading Rate and Comprehension
Quelle	In: Contemporary School Psychology, 23 (2019) 2, S.163-178 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diggs, Calvary R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-018-0194-x
Schlagwörter	Predictive Validity; Evidence; Curriculum Based Assessment; Oral Reading; Reading Rate; Reading Comprehension; Reading Ability; Reading Diagnosis; Comparative Analysis + Suchen Sie Ihr Suchwort? Evidenz; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseverstehen; Reading competence; Lesekompetenz
Abstract	Rate and comprehension are two components related to broad reading abilities (i.e., phonemic awareness, decoding, vocabulary, comprehension). The purpose of this study was to examine the unique contribution of three curriculum-based measures (CBM)-comprehension assessments compared to a CBM-oral reading rate assessment through diagnostic consistency and incremental validity analyses. An extant sample of fall screening data in a national assessment system were used for this investigation. The CBM-comprehension assessments measured oral recall, synthesis of main ideas, and free-response question-answering. Scores from the CBM-comprehension measures were associated with weak criterion-related validity to a measure of broad reading. In addition, diagnostic consistency analyses revealed poor overlap between CBM-comprehension and CBM-oral reading rate assessment score classifications based on at-risk benchmarks. Incremental validity evidence replicated previous findings, demonstrating that the CBM-comprehension measures explain unique variation in broad reading scores even after controlling for rate and accuracy. Implications for the usage of CBM-R and CBM-comprehension for screening is addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01