Within-Year Oral Reading Fluency with CBM: A Comparison of Models

Autor/inn/en	Nese, Joseph F. T.; Biancarosa, Gina; Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald
Titel	Within-Year Oral Reading Fluency with CBM: A Comparison of Models
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 4, S.887-915 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9304-0
Schlagwörter	Curriculum Based Assessment; Reading Fluency; Grade 3; Student Characteristics; Limited English Speaking; Comparative Analysis; Models; Grade 4; Grade 5; Elementary School Students; Statistical Analysis; Research and Development; Theory Practice Relationship; Oral Reading; Special Education + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Analogiemodell; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Statistische Analyse; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3-5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school practice and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10