Evaluating the interpretations and use of curriculum-based measurement in reading and word lists for universal screening in first and second grade

Stacy Ann A. January, Scott P. Ardoin, Theodore J. Christ, Tanya L. Eckert, Mary Jane White

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane's argument-based approach to validation as a framework to evaluate the interpretations and use of scores resulting from screening 257 firstand second-grade students. First, scores from three word lists (decodable WIF, high-frequency WIF, and whole-word NWF) were examined as indicators of reading achievement. Then, the use of these word list scores was evaluated regarding their ability to classify at-risk readers accurately and as supplements to CBM-R during the winter universal screening period. Participants were also concurrently administered a norm-referenced measure of early reading skills and global reading achievement. Results suggested that the word lists were good indicators of reading achievement and provided support for using CBM-R or a word list in conjunction with CBM-R to discriminate among at-risk readers. Findings have implications for the administration of universal screeners in first and second grade.

Original languageEnglish (US)
Pages (from-to)310-326
Number of pages17
JournalSchool Psychology Review
Volume45
Issue number3
DOIs
StatePublished - Sep 2016

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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