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Monitoring growth in early reading s...

DeGraff, Amanda J.

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Monitoring growth in early reading skills: Validation of a computer adaptive test.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Monitoring growth in early reading skills: Validation of a computer adaptive test./
Author:	DeGraff, Amanda J.
Description:	64 p.
Notes:	Major Professor: Joseph K. Torgesen.
Contained By:	Dissertation Abstracts International66-07B.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183056
ISBN:	9780542240928

Monitoring growth in early reading skills: Validation of a computer adaptive test.
DeGraff, Amanda J.

Monitoring growth in early reading skills: Validation of a computer adaptive test. - 64 p.

Major Professor: Joseph K. Torgesen.

Thesis (Ph.D.)--The Florida State University, 2005.

The Computerized Monitoring of Early Reading Skills (CMERS) is a computer adaptive test designed to measure reading skills (alphabetic knowledge, phonological awareness, vocabulary, comprehension, and fluency) in students in kindergarten through third grade. This test as well as conventional counterparts (CTOPP blending and sound matching; PPVT; WRMT word identification, word attack, and passage comprehension; WRAT spelling; DIBELS ORF, NWF, PSF measures; letter name and letter sound tests) and outcome measures (WRMT word identification, SAT-9, and FCAT-NRT) were given to 123 kindergarten students, 124 first grade students, and 119 third grade students in order to assess the validity of the CMERS measures. The results indicated that while the CMERS measures have good convergent validity there was little evidence for discriminant validity. The conventional measures always accounted for significantly more variance in the outcome measures than the CMERS or DIBELS measures. However, the classification rates of CMERS were similar to those for the conventional measures as well as the DIBELS measures. The results suggest that (a) CMERS is a good first attempt at a computer adaptive test for reading given the convergent validity and (b) CMERS could be used as a tool in the classroom for progress monitoring, but it is more time consuming for the student than current procedures.

ISBN: 9780542240928Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Monitoring growth in early reading skills: Validation of a computer adaptive test.
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008 110921s2005 eng d
020 $a 9780542240928
035 $a (UnM)AAI3183056
035 $a AAI3183056
040 $a UnM $c UnM
100 1 $a DeGraff, Amanda J. $3 1293885
245 1 0 $a Monitoring growth in early reading skills: Validation of a computer adaptive test.
300 $a 64 p.
500 $a Major Professor: Joseph K. Torgesen.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: B, page: 3993.
502 $a Thesis (Ph.D.)--The Florida State University, 2005.
520 $a The Computerized Monitoring of Early Reading Skills (CMERS) is a computer adaptive test designed to measure reading skills (alphabetic knowledge, phonological awareness, vocabulary, comprehension, and fluency) in students in kindergarten through third grade. This test as well as conventional counterparts (CTOPP blending and sound matching; PPVT; WRMT word identification, word attack, and passage comprehension; WRAT spelling; DIBELS ORF, NWF, PSF measures; letter name and letter sound tests) and outcome measures (WRMT word identification, SAT-9, and FCAT-NRT) were given to 123 kindergarten students, 124 first grade students, and 119 third grade students in order to assess the validity of the CMERS measures. The results indicated that while the CMERS measures have good convergent validity there was little evidence for discriminant validity. The conventional measures always accounted for significantly more variance in the outcome measures than the CMERS or DIBELS measures. However, the classification rates of CMERS were similar to those for the conventional measures as well as the DIBELS measures. The results suggest that (a) CMERS is a good first attempt at a computer adaptive test for reading given the convergent validity and (b) CMERS could be used as a tool in the classroom for progress monitoring, but it is more time consuming for the student than current procedures.
590 $a School code: 0071.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0620
690 $a 0632
710 2 0 $a The Florida State University. $3 1017727
773 0 $t Dissertation Abstracts International $g 66-07B.
790 $a 0071
790 1 0 $a Torgesen, Joseph K., $e advisor
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3183056