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Concurrent Validity and Classification Accuracy of Curriculum-Based Measurement for Written Expression
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Furey, William M.; Marcotte, Amanda M.; Hintze, John M.; Shackett, Caroline M. – School Psychology Quarterly, 2016
The study presents a critical analysis of written expression curriculum-based measurement (WE-CBM) metrics derived from 3- and 10-min test lengths. Criterion validity and classification accuracy were examined for Total Words Written (TWW), Correct Writing Sequences (CWS), Percent Correct Writing Sequences (%CWS), and Correct Minus Incorrect…
Descriptors: Curriculum Based Assessment, Classification, Accuracy, Test Validity
The Association between Arithmetic and Reading Performance in School: A Meta-Analytic Study
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Singer, Vivian; Strasser, Kathernie – School Psychology Quarterly, 2017
Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and…
Descriptors: Mathematics Achievement, Reading Achievement, Elementary School Students, Middle School Students
The Effects of Explicit Timing on Mathematics Performance in Second-Grade Caucasian and African-American Students.
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Rhymer, Katrina N.; Henington, Carlen; Skinner, Christopher H.; Looby, E. Joan – School Psychology Quarterly, 1999
Investigates and compares the effects of explicit timing on mathematics problem completion rates in African American (n=68) and Caucasian (n=18) second-grade students. Results show that both African American and Caucasian second grade students increased their problem completion rates. No significant cross-group differences were found. Discussion…
Descriptors: Blacks, Elementary Education, Grade 2, Mathematics Achievement
Effectiveness of a Multi-Component Treatment for Improving Mathematics Fluency.
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Rhymer, Katrina N.; Dittmer, Karen I.; Skinner, Christopher H.; Jackson, Bertha – School Psychology Quarterly, 2000
An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings, peer tutoring, positive-practice overcorrection, and performance feedback on mathematics fluency in four elementary school students with mathematics skills deficits. Results are discussed in terms of combining intervention…
Descriptors: Elementary Education, Error Correction, Feedback, Mathematics Skills