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An Investigation of the Effects of Passage Difficulty Level on Outcomes of Oral Reading Fluency Progress Monitoring.
Peer reviewed Peer reviewed
Hintze, John M.; Shapiro, Edward S.; Daly, Edward J., III – School Psychology Review, 1998
Examines the use of grade versus goal level reading material on curriculum-based measurement (CBM) progress-monitoring procedures. Students were administered CBM reading passage probes from both grade and goal level material. Rate of progress was indexed in each level of materials. Results indicate that the amount of progress observed varied as a…
Descriptors: Academic Achievement, Curriculum Based Assessment, Grade Equivalent Scores, Oral Reading
Errors in Decision-Making: A Comparison of School Psychologists' Interpretations of Grade Equivalents, Percentiles, and Deviation IQs.
Peer reviewed Peer reviewed
Huebner, E. Scott – School Psychology Review, 1989
Fifty-six school psychologists reviewed a hypothetical case study designed to investigate their interpretations of different norm-referenced test scores. Subjects were more likely to recommend special education programs for normal students when percentile scores were used. School psychologists need to become more familiar with the properties of…
Descriptors: Case Studies, Decision Making, Error Patterns, Grade Equivalent Scores