Norming of CBM reading and writing and DIBELS instruments for School District No. 57 (Prince George)

Cook, John Edward

doi:10.24124/2005/bpgub1289

Cited by 1 publication

(2 citation statements)

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“…Wiltshire did not investigate relative-age within grade differences even though the data would have permitted such analyses due to the lack of evidence of any effect found in Hedekar's (1997) Cook (2005) concludes that "the CBM data set can be considered to be of good quality and of high reliability because of the equivalency of the probes used in both reading and writing, the normal distributions, high correlations between testing periods, stable validity correlations and good to excellent Cronbach alpha coefficients" (p.32).…”

Section: Acknowledgementmentioning

confidence: 99%

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Investigation of reading and writing growth using curriculum based measurement: School District 57 (Prince George)

Gilbert¹

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This study investigated two Curriculum Based Measurement data sets with the intent of comparing norm and gender differences over time. The original samples consisted of elementary students randomly selected for the Prince George School District norming project. A sample group of 2200 students was used in 1995/96 and a sample group of2225 was used in 2002/03. The measurements were collected by teachers and other school district staff in each elementary school during October, January, and April.Only the April 1996 and April 2003 scores were used in this study. Descriptive and effect sizes for Grades 1 to 7 for the April testing period was generated for CBM measures entitled Words Read Correctly, Words Spelled Correctly, and Total Words Written.Statistical inferences were made based on plots of 95%confidence intervals placed on performance by grade line graphs of groups, years, and genders. The analyses were repeated at the tenth percentile mark. In comparing the results, this study documented that females continue to score significantly higher than males in reading, writing, and spelling, although males have narrowed the gap particularly in the intermediate grades.Males have significantly made the greatest gains in reading at almost every grade level and both genders have made some gains at the 1oth percentile, with males showing the most growth. The comparative data highlights the necessity of renorming studies taking place on a regular basis and the continued search for strategies to reduce the differences in gender scoring. 11

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Section: Acknowledgementmentioning

confidence: 99%

“…Two scores were calculated. One score was the number of words written (TWW); the second was words spelled correctly (WSC) (Cook, 2005).…”

Section: Participantsmentioning

confidence: 99%

Investigation of reading and writing growth using curriculum based measurement: School District 57 (Prince George)

Gilbert¹

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show abstract

Norming of CBM reading and writing and DIBELS instruments for School District No. 57 (Prince George)

Cited by 1 publication

References 3 publications

Investigation of reading and writing growth using curriculum based measurement: School District 57 (Prince George)

Investigation of reading and writing growth using curriculum based measurement: School District 57 (Prince George)

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