Volume 42, Issue 4 (2013)
Curriculum Based Measurement of Reading: Consistency and Validity Across Best, Fastest, and Question Reading Conditions
Theodore J. Christ, Mary Jane White, Scott P. Ardoin, & Tanya L. Eckert
Abstract. Curriculum based measurement of reading (CBM-R) is frequently used to screen and monitor progress. It is not clear whether students engage in speed reading during standard CBM-R administrations and whether CBM-R outcomes retain high criterion-related validity in such conditions. This study examined the reading performance of 239 second- to fifth-grade students with standard and modified CBM-R task demands. Students were instructed to do their best reading, fast accurate reading, or read with comprehension. Reading rate and comprehension performance was compared and evaluated along with criterion validity with the Gates MacGinitie Reading Comprehension Test. A repeated measures analysis of variance and test of simple effects were used to analyze performance within each grade. Statistically significant differences in reading rate (p < .05) were observed between the best and fastest reading conditions in all grades; differences were observed between best and comprehension conditions in only fourth grade. Criterion-related validity was moderately robust in all grades for all conditions (>0.60). The comprehension task did not improve the incremental validity when used with CBM-R. Students do not appear to engage in speed reading during standardized CBM-R administrations. Implications for practice and future research are discussed within the context of screening and progress monitoring respectively.
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