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R-CBM IN SPANISH AND IN ENGLISH: DIFFERENTIAL RELATIONS DEPENDING ON STUDENT READING PERFORMANCE.
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- Author(s): Keller‐Margulis, Milena A.; Mercer, Sterett H.
- Source:
Psychology in the Schools. Aug2014, Vol. 51 Issue 7, p677-692. 16p. 1 Black and White Photograph, 1 Diagram, 2 Charts, 1 Graph. - Source:
- Additional Information
- Subject Terms:
- Abstract: This study investigated how performance on reading curriculum-based measurement (R-CBM) in Spanish is related to performance on R-CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum-based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high-achieving students in second and third grades. Practical implications and future directions are discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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