Methodological Issues in Curriculum-Based Reading Assessment

Publisher Website
Google Scholar
Abstract
A series of three studies examined methodological issues in curriculum-based reading assessment. First, 30- and 60-second word reading measures and reading comprehension tests were administered to 45 elemeentary grade students to explore the influence of sample duration on the measures' concurrent validity. Second, a multiple baseline/reversal design was employed with two second-graders to access the effect of sample duration on the level, slope, and instability of performance. Finally, 20 elementary grade pupils were measured repeatedly from domains of three sizes to explore the effect of domain size on characteristics of measurement. Results indicated that (a) whereas sample duration did not affect concurrent validity, increasing duration reduced performance instability and increased performance slopes and (b) domain size was related inversely to performance slope but did not affect performance stability. Implications for accessing student progress in special education are discussed