Identifying Valid Measures of Reading

Abstract

Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and Oral Reading as indices of reading achievement. Comparisons of performance of regular and resource program students in grades one through six revealed marked differences between the two groups and across grades. The usefulness of the formative measures for continuous evaluation of student growth in reading is discussed.

Further Progress Towards a Standardised Curriculum-based Measure of Reading: Calibrating a new passage reading test against the New South Wales Basic Skills Test

“…These results have been replicated in other studies, strengthening claims for the validity of curriculum-based passage reading tests (PRTs) as a means both of measuring reading competence and of indexing progress in reading (Deno et al, 1982;Fuchs, Fuchs & Maxwell, 1988;Parker, Hasbrouk & Tindal, 1992;Shinn, Knutson, Good, Tilly & Collins, 1992).…”

“…Previous research in the area of curriculum-based measurement (CBM) has identi ed reading aloud measures as the measures of reading progress that correlate most highly with standardised reading tests including tests of reading comprehension (Deno, Mirkin, & Chiang, 1982). These results have been replicated in other studies, strengthening claims for the validity of curriculum-based passage reading tests (PRTs) as a means both of measuring reading competence and of indexing progress in reading (Deno et al, 1982;Fuchs, Fuchs & Maxwell, 1988;Parker, Hasbrouk & Tindal, 1992;Shinn, Knutson, Good, Tilly & Collins, 1992).…”

The reading performance of English learners in grades 1–3: the role of initial status and growth on reading fluency in Spanish and English

“…In this study we use the general term ''fluency'' to refer to students being able to read pseudowords in first grade, and real words in connected text in second and third grades with speed and accuracy in both, Spanish and English. Although this definition of fluency is somewhat narrow, it has considerable standing in educational research (Crosson & Lesaux, 2009;Deno, Mirkin, & Chiang, 1982;Fuchs, Deno, & Mirkin, 1984;Fuchs, Fuchs, Hosp, & Jenkins, 2001;Klauda & Guthrie, 2007;Shinn, Good, Knutson, Tilly, & Collins, 1992;Wolf & Katzir-Cohen, 2001). …”

The Effects of Fast Start Reading: A Fluency-BasedHome Involvement Reading Program, On the Reading Achievement of Beginning Readers

“…In consultation with the first-grade teachers, three probes (selections) were taken from the reading series and used as the reading material for the assessment of reading fluency. Curriculum-Based Measurement (Deno, 1985;Deno, Mirkin, & Chiang, 1982;Marston, 1989;Shinn, 1989) was developed for the purpose of assessing reading fluency. It involves counting the number of words read correctly from a grade-level text in one minute; scores are reported in "correct words read per minute."…”