Premium
CLASSIFICATION ACCURACY OF ORAL READING FLUENCY AND MAZE IN PREDICTING PERFORMANCE ON LARGE‐SCALE READING ASSESSMENTS
Author(s) -
Decker Dawn M.,
Hixson Michael D.,
Shaw Amber,
Johnson Gloria
Publication year - 2014
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21773
Subject(s) - fluency , reading (process) , psychology , curriculum based measurement , response to intervention , scale (ratio) , developmental psychology , intervention (counseling) , mathematics education , pedagogy , psychiatry , linguistics , philosophy , physics , curriculum , curriculum mapping , quantum mechanics , curriculum development
The purpose of this study was to examine whether using a multiple‐measure framework yielded better classification accuracy than oral reading fluency (ORF) or maze alone in predicting pass/fail rates for middle‐school students on a large‐scale reading assessment. Participants were 178 students in Grades 7 and 8 from a Midwestern school district. The multiple‐measure framework yielded classification accuracy rates that were either similar to, or better than, the individual predictors. Specificity was improved using a combined measure of ORF and maze versus individual predictors alone. Educational implications for identifying students in need of reading intervention are discussed.