Validation of Curriculum-Based Reading Passages and Comparison of College Students with and without Dyslexia or ADHD

Autor/inn/en	Nelson, Jason M.; Lindstrom, Will; Foels, Patricia A.; Lamkin, Joanna; Dwyer, Lucia
Titel	Validation of Curriculum-Based Reading Passages and Comparison of College Students with and without Dyslexia or ADHD
Quelle	In: Annals of Dyslexia, 69 (2019) 3, S.297-317 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-019-00183-9
Schlagwörter	Attention Deficit Hyperactivity Disorder; College Students; Oral Reading; Reading Fluency; Curriculum Based Assessment; Academic Achievement; Reading Comprehension; Students with Disabilities; College Curriculum; Dyslexia; Reliability; Validity; Comparative Analysis; Reading Rate; Accuracy; Classification + Suchen Sie Ihr Suchwort? Collegestudent; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Schulleistung; Leseverstehen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reliabilität; Gültigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Classification system; Klassifikation; Klassifikationssystem
Abstract	Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a sample of college students without disabilities (N = 125). In study 2, we administered the curriculum-based measures to four groups (each with n = 25): college students without disabilities, college students with dyslexia, college students with ADHD, and a clinical control group. Study 1 results indicated that the curriculum-based measures demonstrated good reliability and criterion validity. Results from study 2 indicated that college students with dyslexia were substantially slower readers than all groups without dyslexia (ds > 1.8). The curriculum-based measures demonstrated high accuracy in classifying participants with dyslexia and with impaired oral reading fluency (area under the curve > 0.94). Implications for incorporating curriculum-based measures in postsecondary settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01