Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that scientifically-based instruction provides all students with the best opportunity to prevent future academic, behavioral, and vocational problems associated with poor reading skill acquisition. The current study investigated the reliability and validity of a curriculum-based measure developed by the current author named Phonics Curriculum-Based Measurement (P-CBM). Two hundred and twenty five first grade students (117 males, 103 females) from two partnering school districts in rural western New York State were included in the study. The results indicated strong alternate forms reliability, inter-rater reliability, and concurrent validity. Upon further validation, P-CBM could be helpful in making screening, progress monitoring, or instructional planning decisions as well as providing pre-referral data to school psychologists who are conducting special education eligibility evaluations for a specific learning disability in reading.
|Commitee:||Furlong, Nancy, O'Connell, Lynn, Young, Hannah|
|Department:||Division of Counseling and School Psychology|
|School Location:||United States -- New York|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational psychology, Literacy, Reading instruction|
|Keywords:||Curriculum-based measurement, Literacy, Phonics, Progress monitoring, Reading, Reading assessment|
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