Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals

2006 ◽  
Vol 35 (1) ◽  
pp. 128-133 ◽  
Author(s):  
Theodore J. Christ
Keyword(s):  
Confidence Intervals ◽  
Reading Fluency ◽  
Oral Reading ◽  
Standard Error ◽  
Oral Reading Fluency ◽  
Curriculum Based Measurement ◽  
Short Term

Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement.

2000 ◽  
Vol 15 (1) ◽  
pp. 52-68 ◽  
Author(s):  
John M. Hintze ◽  
Steven V. Owen ◽  
Edward S. Shapiro ◽  
Edward J. Daly
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Curriculum Based Measurement

Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R

2020 ◽  
pp. 153450842093780
Author(s):  
Joseph F. T. Nese ◽  
Akihito Kamata
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Standard Error ◽  
Reading Proficiency ◽  
Student Growth ◽  
Curriculum Based Measurement ◽  
Poor Reading ◽  
Model Based ◽  
Standard Error Of Measurement ◽  
Large Standard Error

Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the SEM of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional SEM (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems.

A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules

2013 ◽  
Vol 51 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Scott P. Ardoin ◽  
Theodore J. Christ ◽  
Laura S. Morena ◽  
Damien C. Cormier ◽  
David A. Klingbeil
Keyword(s):  
Systematic Review ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Decision Rules ◽  
Curriculum Based Measurement

Curriculum-Based Measurement of Oral Reading Fluency: A Confirmatory Analysis of its Relation to Reading

1992 ◽  
Vol 21 (3) ◽  
pp. 459-479 ◽  
Author(s):  
Mark R. Shinn ◽  
Nancy Knutson ◽  
Roland H. Good ◽  
W. David Tilly ◽  
Vicki L. Collins
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Curriculum Based Measurement ◽  
Confirmatory Analysis

Effects of Performance Criteria on Oral Reading Fluency Generalization

2010 ◽  
Author(s):  
Nicholas D. Young ◽  
Edward J. Daly ◽  
Sara Kupzyk ◽  
Melissa N. Andersen
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Performance Criteria
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