Sycamore Scholars

Using Growth Rate of Reading Fluency to Predict Performance on Statewide Achievement Tests

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dc.contributor.author Hinkle, Rachelle Whittaker
dc.date.accessioned 2011-09-20T19:40:48Z
dc.date.accessioned 2015-10-01T18:54:12Z
dc.date.available 2011-09-20T19:40:48Z
dc.date.available 2015-10-01T18:54:12Z
dc.date.issued 2011-09-20T19:40:48Z
dc.identifier.uri http://hdl.handle.net/10484/1884
dc.description.abstract Federal legislation has prescribed the increased use of statewide achievement tests as the culmination of a student’s knowledge and ability at the end of a grade level; however, schools need to be able to predict those who are at-risk of performing poorly on these high-stakes tests. Three studies served to identify a means of predicting statewide achievement test scores in either third or eighth grade based on CBM reading scores and rates of improvement at first, second, and third grades or third, fourth, and fifth grades using readily available statistical procedures. One-half of the third-grade data was used in Study 1, while the prediction equation generated in Study 1 was validated on the second half in Study 2. The results of Study 1 indicated that, of the sample of over 1,200 third-grade students who took the third-grade statewide achievement test, the second- and third-grade spring CBM reading scores explained the highest amount of variability in third-grade reading scores; however, reading rate of improvement was also significant. The prediction equation from Study 1 was cross-validated in Study 2 on over 1,200 third-grade students, which indicated that there was more than 95 percent concordance that those who were predicted to pass the third-grade statewide test did pass. However, when using the second-grade spring cut score of 90 words read correctly per minute, the accuracy of prediction was diminished. In Study 3, using nearly 250 eighth-grade students’ scores, reading fluency scores in third, fourth and fifth grades explained approximately 30 percent of statewide achievement test scores; however, rate of improvement was not significant in any of the grades.
dc.description.statementofresponsibility Hinkle, Rachelle Whittaker
dc.subject.lcsh Reading--Evaluation.
dc.subject.lcsh Measurement--Study and teaching (Primary)
dc.subject.lcsh Educational tests and measurements.
dc.title Using Growth Rate of Reading Fluency to Predict Performance on Statewide Achievement Tests
dc.type Dissertation
dc.date.graduationmonth August
dc.date.published 2011
dc.description.committeechair Krug, Damon
dc.description.committeechair Sperry, Linda
dc.description.committeemembers Carlini, Ronald J
dc.description.committeemembers Hampton, Eric
dc.description.degree Doctor of Philosophy
dc.description.department Department of Communication Disorders, Counseling, School, and Educational Psychology
dc.description.imprint Cunningham Memorial library, Terre Haute,Indiana State University
dc.description.itemidetd 20110920-017
dc.description.level Doctoral
dc.description.note Title from document title page. Document formatted into pages: contains 103p.: ill. Includes bibliography, abstract and appendix


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