Commentary on new metrics, measures, and uses for fluency data
Tóm tắt
Fluency and rate-based assessments, such as curriculum-based measurement, are frequently used to screen and evaluate student progress. The application of such measures are especially prevalent within special education and response to intervention models of prevention and early intervention. Although there is an extensive research and professional literature on the development and evaluation of such measures, there is much left to learn with ongoing and future research. This special series presents a series of papers that explore newer topics and plant the seeds for future innovations.
Tài liệu tham khảo
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Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2013a). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 1–18. doi:10.1016/j.jsp.2012.09.004.
Ardoin, S. P., Eckert, T. L., Christ, T. J., White, M. J., Morena, L. S., January, S.-A. A., et al. (2013b). Examining variance in reading comprehension among developing readers: Words in context (curriculum-based measurement in reading) versus words out of context (word lists). School Psychology Review, 42(3), 243–261.
Ardoin, S. P., Morena, L. S., Binder, K. S., & Foster, T. E. (2013c). Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody. School Psychology Quarterly. doi:10.1037/spq0000027.
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Christ, T. J., & Ardoin, S. P. (2009). Curriculum-based measurement of oral reading: Passage equivalence and probe-set development. Journal of School Psychology, 47, 55–75. doi:10.1016/j.jsp.2008.09.004.
Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. (2010). Curriculum-based measurement of oral reading: An evaluation of growth rates and seasonal effects among students served in general and special education. School Psychology Review, 39(3), 447–462.
Christ, T. J., Zopluoglu, C., Monaghen, B. D., & Van Norman, E. R. (2013). Curriculum-based measurement of oral reading: Multi-study evaluation of schedule, duration, and dataset quality on progress monitoring outcomes. Journal of School Psychology, 51(1), 19–57. doi:10.1016/j.jsp.2012.11.001.
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Petscher, Y., & Mitchell, A. M. (2013). Improving the precision of student scores from assessments by using response times: An illustration of conditional item response theory. Reading and Writing: An Interdisciplinary Journal.
Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47(6), 427–469.
Schwanenflugel, P. J., Westmoreland, M. R., & Benjamin, R. G. (2013). Reading fluency skill and the prosodic marking of linguistic focus. Reading and Writing. doi:10.1007/s11145-013-9456-1
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