Abstract

Progress monitoring data are central to making informed decisions on intervention intensification for struggling learners. The general outcome measure (GOM) of curriculum-based measurement of oral reading fluency (CBM-R) has been found to correlate with high-stakes assessment; however, data are highly variable, resulting in decisions that must be made 15 weeks after implementation of intervention. Recent researchers have recommended the use of both GOM and specific subskill mastery measurement (SSMM) to overcome the challenges presented with the use of GOM alone, but research on the efficacy of this approach is limited. Using Bayesian and ordinary least squares regression, we compared the GOM of CBM-R with SSMM slopes for words read correctly per minute (wcpm) per week at 5, 7, and 12 weeks, and explored the relation of the respective slopes with subsequent standardized assessment tools for struggling upper elementary students receiving word reading intervention. We found that the SSMM had a similar slope to that noted in prior research (i.e., β = 1.46 wcpm per week). This slope was significant and related to future standardized assessment outcomes across the various time points. The slope for CBM-R was not significant or related to future assessment outcomes. Implications for research and practice are discussed.

摘要

进度监测数据对于为陷入困境的学习者做出强化干预的明智决定至关重要。已发现基于课程的口语阅读流畅性测量 (CBM-R) 的一般结果测量 (GOM) 与高风险评估相关；然而，数据变化很大，导致必须在干预实施 15 周后做出决定。最近的研究人员建议同时使用 GOM 和特定子技能掌握测量 (SSMM) 来克服单独使用 GOM 所带来的挑战，但对这种方法的有效性的研究是有限的。使用贝叶斯和普通最小二乘回归，我们将 CBM-R 的 GOM 与 SSMM 斜率进行了比较，以便在第 5、7 和 12 周时每周每分钟正确阅读单词 (wcpm)，并探讨了各自斜率与后续标准化评估工具的关系，以评估接受文字阅读干预的困难高年级学生。我们发现 SSMM 的斜率与之前研究中提到的斜率相似（即，β = 每周 1.46 wcpm）。这个斜率很重要，并且与未来各个时间点的标准化评估结果有关。CBM-R 的斜率不显着或与未来评估结果相关。讨论了对研究和实践的影响。这个斜率很重要，并且与未来各个时间点的标准化评估结果有关。CBM-R 的斜率不显着或与未来评估结果相关。讨论了对研究和实践的影响。这个斜率很重要，并且与未来各个时间点的标准化评估结果有关。CBM-R 的斜率不显着或与未来评估结果相关。讨论了对研究和实践的影响。