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1.
Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003. 相似文献
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Suzanne Bamonto Graney 《Psychology in the schools》2008,45(6):537-549
This study investigated the accuracy of classroom teachers' judgments of the reading progress of their low‐performing students. Participants were 36 second grade teachers and students in their lowest reading groups (n = 150). Student progress was monitored weekly using reading‐curriculum‐based measurement (R‐CBM) procedures. After 6 weeks, teachers were asked to rate their students' progress. Expert judges later reviewed the teachers' R‐CBM graphs and rated the individual and group progress based on the graphs. Teacher ratings did not correlate with expert ratings or the R‐CBM slope estimates. Expert ratings correlated highly with slope estimates. Teachers' estimates of progress were significantly higher than expert judges' ratings, indicating that teachers may overestimate student progress. Implications for practice and future research are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
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Shui-fong Lam Kamfung Chow-Yeung Bernard P.H. Wong Kwok Kiu Lau Shuk In Tse 《Contemporary educational psychology》2013
A paired reading program was implemented for 195 Hong Kong preschoolers (mean age = 4.7 years) and their parents from families with a wide range of family income. The preschoolers were randomly assigned to experimental or waitlist control groups. The parents in the experimental group received 12 sessions of school-based training on paired reading in 7 weeks. They were required to do paired reading with their children for at least four times in each of these 7 weeks. At the end of the program, the preschoolers in the experimental group had better performance in word recognition and reading fluency than their counterparts in the control group. They were also reported as more competent and motivated in reading by their parents. More importantly, the program had many favorable effects on parents. Parents in the experimental group had higher self-efficacy in helping their children to be better readers and learners. They also reported that they had better relationships with their children. Their changes in relationships and self-efficacy were found to mediate the program impact on some of the child outcomes. However, family income did not moderate the effectiveness of the program. Families with high and low income both benefited from the program alike. 相似文献
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The authors sought to understand preservice teachers’ views about parents of students who struggle with reading and about their own preparedness to deal with such parents. Research, including surveys, student evaluation and tutoring intervention, indicates that before their work with parents and students, preservice teachers held strong beliefs about parents’ role and responsibilities with respect to their children who find reading daunting. After a semester‐long reading course which provided opportunities to work with struggling readers and their parents, the preservice teachers in this study expressed beliefs that were contrary to the ones they offered at the beginning of the course. 相似文献
6.
Qi Zhou Brad A. Dufrene Sterett H. Mercer D. Joe Olmi Daniel H. Tingstom 《Psychology in the schools》2019,56(7):1139-1156
This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework. 相似文献
7.
Benjamin Silberglitt Matthew K. Burns Na'im H. Madyun Kathryn E. Lail 《Psychology in the schools》2006,43(5):527-535
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum‐based measurement for reading (R‐CBM) and state accountability test scores, potential grade differences in relationship magnitude, and differences in relationship magnitude among R‐CBM and Maze as they compare to state test scores. Data for 5,472 students in Grades 3, 5, 7, and 8 were correlated and resulted in corrected coefficients that ranged from .51 (eighth graders) to .71 (third graders) for R‐CBM and .49 (eighth graders) to .54 (seventh graders) for Maze. The coefficients between R‐CBM and state test scores were significantly larger for third and fifth graders than those for eighth graders. No significant differences in magnitude were found between the correlation coefficients for state test scores to R‐CBM and to Maze among seventh or eighth graders. Potential implications and suggestions for future research are included. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 527–535, 2006. 相似文献
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The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test. Results supported the technical adequacy of maze scores as indicators of reading level and growth. Alternate-form reliability coefficients were significant and intermediate to high. Mean maze scores showed significant increase over time, students’ growth trajectories differed, and students’ initial performance levels (intercepts) and growth rates (slopes) were not correlated. Maze reading level and growth were related to reading level and/or growth on criterion measures. A nonlinear model provided a better fit for the data than a linear model. Implications for use of CBM maze-scores for data-based decision-making are discussed. 相似文献
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Eva Heimdahl Mattson Siv Fischbein Lise Roll‐Pettersson 《International Journal of Inclusive Education》2013,17(8):813-827
The aim of this study was to investigate the longitudinal development of students having difficulties with reading and their decoding ability in Swedish compulsory school. Another aim was to relate this to the experiences of educational activities expressed by students and parents. The decoding ability was assessed by a word chain test given at three occasions and was compared with results on a letter chain test. Retrospective interviews were performed with students and parents. The decoding ability tended to improve for most of the students over time, although some of them failed to improve or even decreased their scores, indicating a lack of environmental adjustment. Special educational support was according to students and parents organised in small and often very heterogeneous groups where the students sometimes received adequate support but often felt deviant from friends in their regular classes. The responsibility for helping the children with their schoolwork was allocated to the parents. Research in this area demonstrates the necessity of a well‐structured and stimulating learning situation. Yet, the development of these students’ decoding abilities, personal experiences, and parental involvement indicate that competence and resources at school regarding children at risk for developing reading difficulties are often lacking in the Swedish educational system. 相似文献
10.
Developing local oral reading fluency cut scores for predicting high‐stakes test performance 
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下载免费PDF全文 Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献
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This study explored the relationships among formative curriculum‐based measures of reading (CBM‐R), student engagement as an extra‐academic indicator of student motivation, and summative performance on a high‐stakes reading assessment. A diverse sample of third‐, fourth‐, and fifth‐grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM‐R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM‐R screening tests uniquely predicted student performance on year‐end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. 相似文献
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The results of the Progress in International Reading Literacy Study 2001 (PIRLS) were reported in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, the study also collected questionnaire information from children, their teachers, headteachers and parents. One aspect of the data that attracted comment in the media was the fact that, despite high achievement on the reading tests, children in England were reported as having relatively poor attitudes to reading, compared to children in many other countries. A review of the results of selected surveys over the past 30 years suggests that there may be some evidence of attitudes to reading in primary schools becoming less positive. Preliminary analysis of the attitude and achievement data from PIRLS suggests a more complex picture than that presented in the summary index published in 2003. 相似文献
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Suzanne E. Mol Jelle Jolles Tamara Van Batenburg‐Eddes Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267
This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls. 相似文献
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Jacqueline Lynch 《Journal of Research in Reading》2002,25(1):54-67
This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement. 相似文献
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Tanya L. Eckert Erin K. Dunn Robin S. Codding John C. Begeny Ava E. Kleinmann 《Psychology in the schools》2006,43(3):247-265
Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm‐referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum‐Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second‐grade teachers estimated the reading and mathematics skills of 33 second‐grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers' judgment accuracy varied as a function of grade‐level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade‐level or above‐grade‐level material. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 247–265, 2006. 相似文献
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《Support for Learning》2006,21(2):77-84
The study reported here set out to investigate the effectiveness of the Phono‐Graphix? reading programme with ten learners, aged 9–11 years, assessed as having specific learning difficulties/dyslexia. Testing was carried out via initial and final analysis of the students' phonological processing skills and reading/spelling ability over an 8‐month intervention period. The students were instructed on a one‐to‐one basis and each received an average of 24.3 hours of instruction. Findings suggest that the Phono‐Graphix programme did appear to help improve students' phonological processing skills. They further show that a majority of the students recorded an average gain in reading age of 21 months and an average gain in spelling age of 12 months at the end of the training period. Qualitative findings from the study also show overall positive perceptions of the Phono‐Graphix intervention among the parents and class teachers involved. The study reported here adds to the sum of knowledge on UK trials of the Phono‐Graphix approach and makes a useful contribution to the literature on remediation strategies for dyslexic students. 相似文献
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Songyut Akkakoson 《Journal of Research in Reading》2013,36(4):422-450
This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL). 相似文献
18.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
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Alison Madelaine Kevin Wheldall 《International Journal of Disability, Development & Education》2004,51(1):57-82
A significant amount of literature has been published on curriculum‐based measurement (CBM) in the last decade. Much of the conceptual work on CBM was done in the 1980s and early 1990s. This review concentrates on the large body of research published within the last 10 years on CBM of reading, including further research demonstrating its technical characteristics (particularly those of oral reading fluency), studies on the establishment of norms, more evidence for the effectiveness of CBM of reading for screening, referral and classification, issues related to implementation, and generalisation to other groups and settings. 相似文献
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The results of the Progress in International Reading Literacy Study (PIRLS 2001) were published in 2003. In addition to data about the reading achievements of 10‐year‐olds in 35 countries, PIRLS 2001 also collected questionnaire information from children, their teachers, headteachers and parents. The results showed not just how well students can perform in various reading tasks, but also the relationship between reading abilities and other characteristics, including the characteristics of their homes and schools, the students' attitudes to reading, reading enjoyment, self‐confidence, engagement and perceptions of their reading abilities. Surprisingly enough, children in England were reported as having poor attitudes to reading, compared to children in many other countries, despite high achievement on the reading tests. This paper raises some concerns about the interpretation of results from the study, suggesting a more complex picture than that presented in the summary index published in 2003. Our secondary analysis of the attitude and achievement data from PIRLS shows that pupils with low ability levels have misunderstood the questions which tested their attitudes towards reading. The authors point out that caution is needed when making cross‐country comparisons to avoid naïve approaches to interpretation. 相似文献