Curriculum-based measurement oral reading as an indicator of reading achievement: a meta-analysis of the correlational evidence.
This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1-6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of reading subtest score). Results indicated a significant, strong overall correlation among R-CBM and other standardized tests of reading achievement and differences in correlations as a function of source of test, administration format, and reading subtest type. No differences in the magnitude of correlations were found across grade levels. In addition, there was minimal evidence of publication bias. Results are discussed in terms of existing literature and directions for future research.
Reschly
Amy L
AL
University of Georgia, Athens, GA, 30602, USA. reschly@uga.edu
Busch
Todd W
TW
Betts
Joseph
J
Deno
Stanley L
SL
Long
Jeffrey D
JD
D000124:Achievement; D017677:Age Distribution; D002648:Child; D003479:Curriculum; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data; D004522:Educational Status; D006801:Humans; D015588:Observer Variation; D011594:Psychometrics / Q000379:methods; D011932:Reading; D015203:Reproducibility of Results; D013647:Task Performance and Analysis; D014481:United States; D014705:Verbal Behavior / Q000502:physiology*