Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children

Hintze, John M.; Callahan, J.E.; Matthews, William J.; Williams, Stacy A. S.; Tobin, Kevin G.

doi:10.1080/02796015.2002.12086173

Cited by 41 publications

(23 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(Overestimation of performance might result in underidentification for services.) However, Hintze, Callahan, Matthews, Williams, and Tobin (2002) found that CBM reading aloud resulted in neither overnor underestimation of performance for African American or Caucasian students. In terms of language, results generally have revealed moderate to strong reliability and criterionrelated validity coefficients for reading-aloud measures with English learners (ELs; Baker & Good, 1995;Wiley & Deno, 2005).…”

Section: Student Populationsmentioning

confidence: 77%

Literature Synthesis on Curriculum-Based Measurement in Reading

et al. 2007

View full text Add to dashboard Cite

Curriculum-based measurement (CBM) is a method for monitoring student growth in an academic area and evaluating the effects of instructional programs on that growth (Deno, 1985). CBM was designed to be part of a problem-solving approach to special education whereby the academic difficulties of students would be viewed as problems to be solved rather than as immutable characteristics within a child (Deno, 1990). In the problem-solving approach, teachers were the "problem solvers" who constantly evaluated and modified students' instructional programs. For a problem-solving approach to be effective, it was necessary for teachers to have a tool that could be used to evaluate growth in response to instruction. CBM was developed to serve that purpose. Two separate but related concerns drove the initial research into the development of CBM (Deno, 1985). The first was the concern for technical adequacy. If teachers were to use the measures to make instructional decisions, the measures would have to have demonstrated reliability and validity. The second was the concern for practicality. If teachers were to use the measures on an ongoing and frequent basis to evaluate instructional programs, the measures would have to be simple, efficient, easily understood, and inexpensive. These dual concerns led to the concept of "vital signs," or indicators of student performance (Deno, 1985). CBM measures were conceptualized to be short samples of work that would be indicators, or vital signs, of academic performance. The samples would need to be valid and reliable with respect to the broader academic domain they were representing, but would also need to be designed to be given on a frequent and repeated basis. In 1989, Marston reviewed the existing research on CBM. At that time, CBM was viewed primarily as a progressmonitoring tool in basic skills for special education students at the elementary-school level (although there were discussions and instances of its uses more broadly, for example, see Shinn, 1989). Research in reading focused on two measures: word identification and reading aloud. The results of Marston's

show abstract

Section: Student Populationsmentioning

confidence: 77%

Literature Synthesis on Curriculum-Based Measurement in Reading

et al. 2007

View full text Add to dashboard Cite

show abstract

“…Support for this claim can be found in a study conducted by Hintze et al (2002). Their investigation was a replication of a previous study conducted by Kranzler et al (1999).…”

Section: Introductionmentioning

confidence: 54%

“…Another advantage that is relevant to the education system in Israel is the claim that CBM procedures are more culturally neutral than other forms of testing, such as traditional norm-referenced tests (Galagan, 1985;Shinn, 1989). As the study of Hintze et al (2002) indicated, CBM procedures were found to be non-biased in terms of ethnicity when used to predict reading comprehension skills with both African-American students and Caucasian students in grades 2-5. As Israel is an immigrant country, the positive results of the current study suggest that the Israeli educational system can significantly benefit from using the procedures.…”

Section: Cbm and Its Applicability For Use In Israelmentioning

confidence: 99%

The Applicability of Curriculum-Based Measurement to Measure Reading in Hebrew

Kaminitz-Berkooz¹,

Shapiro

2005

School Psychology International

View full text Add to dashboard Cite

This study was an initial effort to examine the applicability of Curriculum Based Measurement (CBM) procedures to measure reading in a language other than English and more specifically, in Hebrew. Participants included a sample of 458 students from grades 1-5 from three elementary schools in Israel, 416 from regular education and 42 students from grades 2-5 who were receiving special services in reading. Students were tested on CBM probes in the winter and spring of the 2002 academic year. Four characteristics of the CBM measure were evaluated: (1) concurrent validity with two reading subscales (decoding and comprehension) of the Kaufman-ABC that had been translated and normed in Israel; (2) student outcomes in reading fluency across grades and across time within grades; (3) ability of the measure to discriminate students with and without reading problems and (4) the sensitivity of the measure when used weekly for progress monitoring. Results indicated that moderate to strong correlation coefficients were evident between CBM scores and the K-ABC reading subscales except for grade 4 in the spring. Also, students showed increased growth across grades and across time within the school year, except for a lack of increase from grade 2 to 3 in the spring. Students receiving specialized help for reading scored significantly lower on CBM probes when compared with regular education students. Finally, a gradual week-by-week progress rate in the curriculum comparable to those found with CBM reading in English was also found. Results suggest that the oral reading fluency metric may be applicable to evaluating reading in Hebrew. Implications for the use of the metric in other countries and languages are discussed.

show abstract

“…For example, for ages 5 to 19, the Broad Reading cluster has a median reliability of .93 (Woodcock et al, 2001). In addition, concurrent validity for Broad Reading has been documented with validity coefficients ranging from .63 to .86 with various measures of intelligence and achievement (Hintze, Callahan, Matthews, Williams, & Tobin, 2002).…”

Section: Methodsmentioning

confidence: 99%

Effect of Instructions on Curriculum-Based Measurement of Reading

Colón

Kranzler

2006

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

The aim of this study was to investigate the effect of instructions of curriculum-based measurement (CBM) of reading on (a) the number of words read correctly and incorrectly per minute and (b) the relationship between CBM reading and reading achievement. Results indicated that the specific instructions used have a significant impact on CBM reading outcomes. Statistically significant mean differences were found among the fast, best, and baseline reading conditions in the number of words read correctly and in the number of errors. Correlations between words read correctly per minute and a test of reading achievement were statistically significant and substantial for all three conditions, but differences among their correlations were not. These results underscore the importance of using standardized instructions on CBM results both within and across settings. Implications of these results for the responsiveness-to-intervention method for identifying children with learning difficulties are discussed.

show abstract

Oral Reading Fluency and Prediction of Reading Comprehension in African American and Caucasian Elementary School Children

Cited by 41 publications

References 16 publications

Literature Synthesis on Curriculum-Based Measurement in Reading

Literature Synthesis on Curriculum-Based Measurement in Reading

The Applicability of Curriculum-Based Measurement to Measure Reading in Hebrew

Effect of Instructions on Curriculum-Based Measurement of Reading

Contact Info

Product

Resources

About