This manuscript has been reproduced from the microfilm m aster. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand com er and continuing from left to right in equal sections with small overlaps.Photographs included in the original manuscript have been reproduced xerographically in this copy.Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order.ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor. Ml 48106-1346 USA 800-521-0600 UMI' NOTE TO USERSThis reproduction is the best copy avaiiabie. UMI THE EFFECTS OF MONTH OF BIRTH AND GENDER ON ELEMENTARY READING AND WRITING FLUENCY SCORES USING CURRICULUM BASED MEASUREMENT 1STABSTRACT This study used Cuiriculum Based Measurement data o f students' reading and writing fluency to investigate the relationship between scores on these achievement measures, the gender o f the students, and the month in which the students were bom. The sample consisted o f 2,367 elementary school students randomly selected for a school district norming study. The measurements were collected by learning assistance teachers and support teachers in each elementary school. Successive measurements were taken during October, January, and April of the 1995/96 school year. A core group o f 1849 was utilized for the gender and birtfadate effect study. Scores were atudyzed using a two by tfiree analysis of variance. Gender, month of birth and the dependent variables of reading, and written expression scores were analyzed for each of the seven different grade levels. Repeated measures for October, January and April were compared for trends in reading, and written expression fluency over a school year. A consistent gender effect was found at all grade levels. Male students' mean score in reading, writing and spelling was lower than female students' mean score at every grade level. There was not a significant birthdate effect or a significant interaction between gender and month of birth. The month of a student's birth had no effect on the student's ability to read or write for any grade level.ti Tables V Acknowledgment vi