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Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure to an Experimental Novel Measure

Principal Investigator(s):  View help for Principal Investigator(s) Joseph F. T. Nese, University of Oregon

Version:  View help for Version V1

Name File Type Size Last Modified
READ_ME.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 13.4 KB 12/07/2021 11:24:AM
appendix.Rmd text/plain 5.1 KB 11/01/2021 09:03:AM
conseq_validity_manusript.Rmd text/plain 123 KB 10/29/2021 12:36:PM
data_open.csv text/csv 785.3 KB 10/29/2021 12:14:PM
r-references.bib application/x-bibtex-text-file 27.5 KB 11/01/2021 09:04:AM
school1819.csv text/csv 1.3 KB 11/01/2021 09:03:AM
tbl_asr_ex.csv text/csv 1 KB 12/07/2021 11:17:AM

Project Citation: 

Nese, Joseph F. T. Comparing the Growth and Predictive Performance of a Traditional Oral Reading Fluency Measure to an Experimental Novel Measure. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-12-07. https://doi.org/10.3886/E156501V1

Project Description

Summary:  View help for Summary Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students’ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based WCPM scores (CORE) to Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower RMSE, and higher R-squared, sensitivity, specificity, and AUC values). These results suggest increased measurement precision for the model-based CORE scores compared to Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.
Funding Sources:  View help for Funding Sources United States Department of Education. Institute of Education Sciences (R305A140203)

Scope of Project

Subject Terms:  View help for Subject Terms oral reading fluency; curriculum based measurement; assessment; prediction; growth; reliability; consequential valdity
Geographic Coverage:  View help for Geographic Coverage U.S. Northwest
Time Period(s):  View help for Time Period(s) 9/1/2017 – 6/30/2019


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Published Versions

V2 [2021-12-17]

V1 [2021-12-07]

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