A preliminary investigation of the concurrent validity of reading comprehension rate: A direct, dynamic measure of reading comprehension

Self Cite

This study was designed to investigate the validity of four different aloud reading comprehension assessment measures: Maze, comprehension questions, Maze accurate response rate (MARR), and reading comprehension rate (RCR). The criterion measures used in this study were the Woodcock -Johnson III Tests of Achievement (WJ-III ACH) Broad Reading Cluster Score and words correct per minute (WCPM). Pearson Product Correlations and linear regression were used to investigate possible relationships between Maze comprehension level (accuracy), comprehension question level (accuracy), MARR, RCR, WCPM, and the Broad Reading Cluster Score of the WJ-III ACH. Participants were sixth-, seventh-, and eighth-grade students from a middle school located in the Southeastern United States. Significant correlations were found between each of the reading comprehension assessment variables (WCPM, MARR, RCR, Maze comprehension level, and comprehension question level) and the WJ-III ACH Broad Reading Cluster Score. MARR and RCR represented the strongest correlations when compared to the other variables. Results from a linear regression analysis indicated that RCR was the best predictor of the criterion variable (WJ-III). Implications for future research and applied practice are discussed. C 2010 Wiley Periodicals, Inc. Response-to-Intervention Model of Service Delivery

Section: Wcpmmentioning

confidence: 88%

Section: Wcpmmentioning

confidence: 99%

Reading assessment methods for middle‐school students: An investigation of reading comprehension rate and Maze accurate response rate

Hale

Henning

Hawkins

et al. 2010

Self Cite

“…Marston (1989) described more than 10 studies that show that WC/M has strong concurrent validity. More recent studies also support the concurrent validity of WC/M with nonpublished reading comprehension measures, teacher judgments, and other valid and reliable standardized norm‐referenced reading measures (Hintze, Shapiro, Conte, & Baasile, 1997; Jenkins & Jewell, 1993; Neddenriep, Hale, Skinner, Hawkins, & Winn, 2007; Shinn, Good, Knutson, Tilly, & Collins, 1992). These studies have led researchers to characterize WC/M as a general outcome measure of reading skill development (Fuchs & Deno, 1991; Fuchs, Fuchs, Hosp, & Jenkins, 2001).…”

mentioning

confidence: 79%

“…The 2005 Nation's Report Card indicated that only 31% of fourth‐grade students could read at a proficient level (National Assessment of Educational Progress [NAEP], 2005). Additionally, the majority of special education referrals are for reading problems (Bramlett, Murphy, Johnson, Wallingsford, & Hall, 2002).…”

mentioning

confidence: 99%

Words correct per minute: The variance in standardized reading scores accounted for by reading speed

Williams

Skinner

Floyd

et al. 2010

Self Cite

The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th-, 5th-, and 10th-grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth-and fifth-grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth-grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). C

“…An alternative would have been to allow students to continue to attempt to read words for an indefinite period of time, which could have invalidated the reading speed component of the reading comprehension rate measure as they spent inordinate amounts of time on individual words (Neddenriep et al, 2007). A more acceptable alternative would have been to tell students to skip the word and continue reading after a pause of 3-5 seconds.…”

Section: Discussionmentioning

confidence: 99%

The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates

Skinner

Williams

Morrow

et al. 2009

Self Cite

This article describes a secondary analysis of a brief reading comprehension rate measure, percent comprehension questions correct per minute spent reading (%C/M). This measure includes reading speed (seconds to read) in the denominator and percentage of comprehension questions answered correctly in the numerator. Participants were 22 4th-, 29 5th-, and 37 10th-grade students. Results showed that reading speed accounted for much of the variance in Broad Reading Cluster scores and subtest scores of the Woodcock -Johnson III Tests of Achievement across all grade levels. Converting reading speed to the rate measure %C/M increased Broad Reading Cluster variance accounted for in the 4th-and 5th-grade sample, but decreased the Broad Reading Cluster variance accounted for in the 10th-grade sample. Discussion focuses on the importance of reading speed and the failure to enhance validity of a brief rate measure in more skilled readers by incorporating a direct measure of comprehension. C 2009 Wiley Periodicals, Inc.