Characteristics of Word Callers: An Investigation of the Accuracy of Teachers' Judgments of Reading Comprehension and Oral Reading Skills

Hamilton, Chad; Shinn, Mark R.

doi:10.1080/02796015.2003.12086195

Cited by 90 publications

(38 citation statements)

References 25 publications

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“…The present study also provides up to date information regarding teachers’ knowledge and use of CBM-R data. Findings are consistent with previous research (Hamilton & Shinn, 2003) suggesting teachers think CBM-R is simply a measure students’ word reading skills. Teachers in the current study also lacked the knowledge that using CBM-R to evaluate and modify their instruction leads to increased achievement gains (see Stecker et al, 2005 for a review) and that CBM-R is a strong estimate of reading comprehension (Jenkins et al, 2003b).…”

Section: Discussionsupporting

confidence: 91%

“…Despite a long history of support demonstrating its technical adequacy and its wide use within schools for universal screening and progress monitoring purposes, one potential limitation associated with CBM-R is that teachers may perceive it simply as an indicator of word reading skills (Hamilton & Shinn, 2003). However, research suggests that CBM-R is more than merely a measure of students’ word reading rates.…”

Section: Cbm In Reading (Cbm-r)mentioning

confidence: 99%

“…Although CBM-R is widely used for universal screening, teachers may consider it as solely a measure of word reading rates (Hamilton & Shinn, 2003). However, extant research indicates that reading comprehension accounts for a larger portion of the variance in CBM-R scores than word lists (Jenkins et al, 2003b) and that the association between CBM-R and reading skills (decoding, reading comprehension) may differ based on reading skill and age (Ardoin et al, 2013; Jenkins et al, 2003a).…”

Section: Purposes Of the Studymentioning

confidence: 99%

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Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress

January

Ardoin

2015

Assessment for Effective Intervention

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Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal screening, and (d) examining teachers’ acceptability of MAP and CBM-R. Participants included 802 students in Grades 1 to 5 who were administered three CBM-R probes and the MAP during universal screening and 86 elementary teachers who completed a universal screening assessments survey. Results provide evidence of the concurrent validity of MAP with CBM-R and suggest both measures are acceptable to teachers. Implications for research and practice are discussed.

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Section: Discussionsupporting

confidence: 91%

Section: Cbm In Reading (Cbm-r)mentioning

confidence: 99%

Section: Purposes Of the Studymentioning

confidence: 99%

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Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress

January

Ardoin

2015

Assessment for Effective Intervention

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“…In this study, students with reading fluency scores within the average range represented approximately 20% of the sample. Studies have indicated that the prevalence of students who demonstrate at least adequate reading fluency but difficulties with reading comprehension (i.e., “word callers”) is more rare in early elementary school (e.g., 0%-3%; Hamilton & Shinn, 2003; Meisinger et al, 2009) but, consistent with our findings, may increase in later grades. Limited vocabulary knowledge may partially explain the comprehension difficulties of adolescents with seemingly adequate fluency.…”

Section: Discussionsupporting

confidence: 89%

“…In the early elementary grades, it can be difficult to identify students who struggle with reading comprehension but demonstrate seemingly adequate fluency or vocabulary (Hamilton & Shinn, 2003; Meisinger, Bradley, Schwanenflugel, & Kuhn, 2010; Meisinger, Bradley, Schwanenflugel, Kuhn, & Morris, 2009; Spencer, Quinn, & Wagner, 2014). However, some evidence suggests that the frequency of students with adequate fluency but low comprehension (i.e., “word callers”) increases in later grades.…”

Section: Reading Fluency and Vocabulary Difficulties Among Struggling Adolescent Readersmentioning

confidence: 99%

The Prevalence of Reading Fluency and Vocabulary Difficulties Among Adolescents Struggling With Reading Comprehension

Clemens

Simmons

et al. 2016

Journal of Psychoeducational Assessment

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This study sought to better understand the prevalence of concurrent and specific difficulties in reading fluency and vocabulary among adolescents with low reading comprehension. Latent class analysis (LCA) was used to identify a sample of 180 students in sixth through eighth grades with reading comprehension difficulties. A subsequent LCA identified subgroups of students with common patterns of strengths and weaknesses in reading fluency and vocabulary. Results indicated that more than 96% of the students demonstrated deficits in at least one area, with the largest subgroup exhibiting co-occurring difficulties in fluency and vocabulary. Difficulties in fluency were more common than difficulties in vocabulary. Students with low reading comprehension but adequate scores in reading fluency or vocabulary represented only a very small portion of the sample. Coupled with findings from prior studies, results indicate that large numbers of adolescents with reading comprehension difficulties are likely in need of intervention in foundational skill and knowledge areas, which may not be viewed as instructional priorities among secondary educators.

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Reading Assessment

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Characteristics of Word Callers: An Investigation of the Accuracy of Teachers' Judgments of Reading Comprehension and Oral Reading Skills

Cited by 90 publications

References 25 publications

Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress

Technical Adequacy and Acceptability of Curriculum-Based Measurement and the Measures of Academic Progress

The Prevalence of Reading Fluency and Vocabulary Difficulties Among Adolescents Struggling With Reading Comprehension

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