Date of Award

2016

Degree Name

School Psychology

College

College of Education and Professional Development

Type of Degree

Ed.S.

Document Type

Thesis

First Advisor

Dr. R. Lanai Jennings, Committee Chairperson

Second Advisor

Dr. Sandra Stroebel

Third Advisor

Dr. Isaac Larison

Abstract

This study examined the relationship between AIMSweb oral reading fluency (R-CBM) and reading comprehension (MAZE) curriculum-based measures and performance on the English language arts/literacy (ELA/L) component of the Smarter Balanced Assessment (SBA) using a sample of students in third through fifth grade (N = 499). Pearson correlations between R-CBM, MAZE, and SBA were moderate to high, with R-CBM generally demonstrating the strongest relationships with coefficients ranging from .73 to .75. Results from hierarchical multiple regression models indicated that R-CBM provided strong predictive validity for SBA performance among third grade students (63.4% variance explained, p<.001), while the addition of MAZE to the equation was negligible (1.4% additional variance explained, p<.001). Similar findings resulted from the fourth and fifth grade multiple regression models. The predictive value of R-CBM and MAZE each decreased as grade level increased. Results support continued use of CBM to predict success on the Smarter Balanced Assessment, although CBM using cloze passages explained little variance in high-stakes test scores beyond that of oral reading fluency alone.

Subject(s)

School psychology.

Oral reading -- Ability testing.

Reading comprehension -- Ability testing.

Available for download on Tuesday, January 04, 2022

Share

COinS