The purpose of this study was to compare the criterion validity of Curriculum-Based Measurement (CBM) oral reading for predicting student performance on a statewide high-stakes standards test in reading for students from different cultural and linguistic backgrounds at the elementary level. Moreover, the study aimed to address the feasibility of reporting the relation between the CBM oral reading measures and performance on state standards reading tests by associating CBM oral reading scores with the probability of passing the state standards reading test. The results from longitudinal and cross-sectional analyses reveal that CBM oral reading measures are moderately to highly correlated with the state standards tests; thus, that CBM oral reading scores serve as an early indicator of students' later performance on a state standards test. The findings also provide evidence that successful prediction of success on the state test requires consideration of the cultural and linguistic background of the students. Most important, perhaps, is that the same level of CBM oral reading results in different pass rates on the state tests for different subgroups of students. The results provide a basis for concluding that teachers will need to consider students' cultural and linguistic backgrounds when attempting to establish CBM oral reading benchmarks. It is hoped that these findings will substantially enhance educators' instructional decision-making for their students in public schools. Potential study limitations, educational implications, and suggestions for future research are discussed.At the end of the three passages, the studenta#39;s final score was determined by calculating the median number of words read ... At the 3rd grade level, the reading portion of the test requires students to perform such comprehension tasks asanbsp;...
|Title||:||Predicting the Success on a State Standards Test for Culturally and Linguistically Diverse Students Using Curriculum-based Oral Reading Measures|
|Publisher||:||ProQuest - 2007|