Within-year oral reading fluency with CBM: a comparison of models

Within-year oral reading fluency with CBM: a comparison of models This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3–5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring with grade level and student characteristics (including special education and Limited English Proficiency status) as covariates. Results indicated that a discontinuous growth model fit the data better than a linear growth model, with greater growth in the fall than in the spring. Oral reading fluency growth rates also differed by grade and student characteristics. Implications for school practice and research are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Within-year oral reading fluency with CBM: a comparison of models

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Publisher
Springer Netherlands
Copyright
Copyright © 2011 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-011-9304-0
Publisher site
See Article on Publisher Site

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