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R‐CBM IN SPANISH AND IN ENGLISH: DIFFERENTIAL RELATIONS DEPENDING ON STUDENT READING PERFORMANCE
Author(s) -
KellerMargulis Milena A.,
Mercer Sterett H.
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.21780
Subject(s) - psychology , reading (process) , consistency (knowledge bases) , curriculum , benchmark (surveying) , curriculum based measurement , mathematics education , differential (mechanical device) , quantile regression , developmental psychology , statistics , linguistics , pedagogy , curriculum development , mathematics , artificial intelligence , computer science , curriculum mapping , philosophy , geodesy , aerospace engineering , engineering , geography
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.