The purpose of this study was to examine the reliability and validity of vocabulary-matching curriculum-based measures (CBM) to monitor the progress of 70 sixth grade students in the area of science vocabulary knowledge. Additionally, the effectiveness of incremental rehearsal (IR), a flashcard-based vocabulary intervention, was examined by tracking the progress of three below-average students on how many words they were able to learn across 15 sessions of IR. Results indicate that the created CBMs produced emerging evidence of reliable scores across weeks, however on negatively slopes were found on average for the whole population. Visual analysis reveals varying effects on each student, with one student responding to the intervention significantly.
|Advisor:||Conoyer, Sarah J.|
|Commitee:||McKenney, Elizabeth L.W., Everett, Gregory E.|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 81/12(E), Masters Abstracts International|
|Subjects:||Psychology, Educational psychology, Educational tests & measurements|
|Keywords:||Curriculum-based measures, Incremental rehearsal, Science progress monitoring|
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