A Computer-Directed System for Measuring Distance between Edges in Optical Images

Shinn, Jr.; Carl, M Kline; Marquis, Raymond

doi:10.21236/ad0771740

Cited by 38 publications

(62 citation statements)

References 7 publications

(1 reference statement)

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“…Validity estimates using reading CBMs yielded correlation coefficients ranging from .43 to .86. A validity comparison with the AIMSweb© Maze (Shinn & Shinn, 2002) produced a median estimate of .55 for third grade (Hilton-Prillhart, 2011). In addition, a stepwise regression analysis showed that AIMSweb© Maze did not significantly increase the MIR:R’s prediction ( R 2 = .37) of Star Reading Scores (Advantage Learning Systems, 1997).…”

Section: Methodsmentioning

confidence: 99%

Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

Bell

Taylor

McCallum

et al. 2015

Journal for the Education of the Gifted

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From a sample of 1,242 third graders, prospective twice-exceptional students were selected using reading and math curriculum-based measures (CBMs), routinely used in Response to Intervention (RtI). These prospective twice-exceptional students were compared with non-twice-exceptional peers with similar strengths in either math or reading on CBMs and an end-of-year high-stakes achievement test. Students (both potentially twice-exceptional and not) who are potentially gifted in reading based on CBM performance did not differ significantly on the end-of-year outcomes in reading (p < .05); rather, students in both groups performed equally high. However, twice-exceptional students who are potentially gifted in math performed significantly lower on both end-of-year math and reading outcomes than non-twice-exceptional peers. Most of the end-of-year math subtest scores were negatively affected by the prospective twice-exceptional students' deficits in reading, even though their math CBM scores placed them into a category representing giftedness in math. Implications for screening for twice-exceptionality are discussed.

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Section: Methodsmentioning

confidence: 99%

Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

Bell

Taylor

McCallum

et al. 2015

Journal for the Education of the Gifted

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“…Maze scores were obtained from administration of AIMSweb maze. AIMSweb maze was administered by teachers following a standardized format for “Older Students and Students Familiar with Maze Directions” as outlined in the AIMSweb Training Workbook (Shinn & Shinn, 2002b, p. 16). The maze assessment was administered in a large group setting, typically during reading class.…”

Section: Methodsmentioning

confidence: 99%

“…Both AIMSweb measures, ORF and maze, have established convincing, direct evidence of technical adequacy as progress-monitoring tools (Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson, & Tilly, 2009). However, it should be noted that the early reliability and validity studies of AIMSweb maze were conducted at the lower grades, and none included a general population of eighth-grade students, the focus of this study (Shinn & Shinn, 2002a, 2002b) More recently, the test–retest reliability of AIMSweb maze in a middle-grade sample were reported as .86 to .87 for the same passage, and .68 to .78 for different passages in Grade 8. Concurrent (.51–.69) and predictive validity (.51–.73) coefficients obtained from correlating maze scores with scores on norm-referenced measures of reading comprehension were also reported (Tolar et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

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Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

LeRoux¹,

Zvoch

Biancarosa

2018

Assessment for Effective Intervention

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The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

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“…This study uses national longitudinal panel survey data to explore the process by which father involvement affects the development of gender. Hess, 1970; Kohn, 1969) or his "presence" or "absence" was the primary independent variable explaining outcomes in children ranging from achievement orientation, self-esteem, dating and sexual behavior, delinquent behavior, and gender identification (Biller, 1974;Shinn, 1978;Herzog and Sudia, 1973;Kinnaird and Gerrard, 1986;Kagel and Schilling, 1985). However, while taking into account the effects of father presence and the status that he confers on the family, 2 this research has failed to explore the actual behavior or involvement of fathers within the family.…”

Section: Paternal Involvement and The Development Of Gender Expectatimentioning

confidence: 99%

Paternal Involvement and the Development of Gender Expectations in Sons and Daughters

1995

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Data from the National Survey of Children (Waves 1 and 3), a longitudinal survey of 2,000 children who were between the ages of 7 and 11 during the first wave in 1976 and between the ages of 16 and 20 during the third wave in 1987, were analyzed to examine the impact of paternal involvement during childhood as well as the ongoing father-child relationship on sons' and daughters' gender role orientations and attitudes in young adulthood. The results indicated that, compared to females, males placed more importance on success at work and less importance on being a parent. Females, compared to males, were less likely to believe in traditional roles and more likely to believe that couples should share housework. While there were significant gender differences in role orientations and attitudes, there were no significant differences by father presence. Whether or not a father was present at time 1 and whether or not that presence changed over time had no significant relationship to the development of gender role orientations and attitudes. This finding supports the contention that research on the development of gender may need to pay less attention to father presence and focus more on the effects of the nature of fathering. Data analyses indicated that the ongoing father-child relationship was more important than paternal involvement in childhood and that the effects were greater for sons than for daughters. (NB)

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A Computer-Directed System for Measuring Distance between Edges in Optical Images

Cited by 38 publications

References 7 publications

Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

Comparing Prospective Twice-Exceptional Students With High-Performing Peers on High-Stakes Tests of Achievement

Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

Paternal Involvement and the Development of Gender Expectations in Sons and Daughters

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