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Predicting student success using curriculum based measurements of reading to predict student success on Minnesota's statewide assessments /

by Emery, Kristine Louise.

Abstract (Summary)
Emery Kristine L. (Writer) (Last Name) (First) (Initial) Predicting Student Success: Using Curriculum Based Measurements of Reading to Predict Student Success on Minnesota's Statewide Assessments (Title) School Psychology Jacalyn Weissenburger 312006 45 (Graduate Major) (Research Advisor) (MonthIYear) (No. of Pages) Publication Manual of the American Psychological Association, Fifth Edition (Name of Style Manual Used in this Study) Curriculum-based measurement (CBM) is an assessment tool that gives information on how a child is performing academically (i.e., reading, math, spelling, and writing). CBM can also be useful in helping teachers evaluate their programs and determine students' eligibility for special education services. This study examined the predictive validity of CBM in predicting future success on Minnesota's state assessment system, the Minnesota Comprehensive Assessments. Results indicate moderately strong correlations between students' words read correct per minute (WRCM) and their reading levels as assessed by a statewide assessment. Results suggest educators may use WRCM as a means of identifying those students who are at risk for reading failure. As such, using WRCM cut scores will assist educators to be proactive in their teaching methods as opposed to waiting until it is too late. . . . Predicting Student Success 111
Bibliographical Information:

Advisor:

School:University of Wisconsin-Eau Claire

School Location:USA - Wisconsin

Source Type:Master's Thesis

Keywords:academic achievement curriculum based assessment reading

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