An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring

By John M. Hintze, Theodore J. Christ. 2004

104 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7f292234d55bdb1ac0ff9b1e027b076c977d3c9f

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Literature Synthesis on Curriculum-Based Measurement in Reading (2007, background): “Both Hintze and Christ (2004) and Christ (2006) considered SEb in their investigations of slope reliability.”
Curriculum-Based Measurement of Oral Reading: Standard Errors Associated With Progress Monitoring Outcomes From DIBELS, AIMSweb, and an Experimental Passage Set (2009, unknown): “Slopes were each multiplied by 7 to transfer calculated slopes into an estimate of weekly gain in words read correctly (Hintze & Christ, 2004).”
An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement (2005, background): “The current data supports past research showing that reducing the variability of passage difficulty and/or increasing the number of probes given can lessen error and increase the confidence in the educational decisions made using wcpm data (Hintze & Christ, 2004).”
CAN READABILITY FORMULAS BE USED TO SUCCESSFULLY GAUGE DIFFICULTY OF READING MATERIALS (2014, methodology): “For example, there has been at least some evidence documenting the utility of readability formulas such as the Spache and Dale-Chall (Hintze & Christ, 2004).”
Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008, methodology): “Results of this and other studies (Christ, 2006; Hintze & Christ, 2004 ) establish the importance of instrumentation when using CBM-R procedures to assess the level and rate of student growth.”
Estimating Reading Growth Using Intermittent CBM Progress Monitoring (2009, background): “L. S. Fuchs (2004) categorized such investigations as “Stage 1 CBM research” in contrast to “Stage 2 research” that focuses on multiwave growth measurement (e.g., L. S. Fuchs, Fuchs, Hamlett, Walz, & Germann, 1993; Hintze & Christ, 2004).”
Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, background): “Further, research in CBM reading has demonstrated that longer measurement periods with more data points are likely to increase the stability of slopes (e.g., Christ, 2006; Hintze & Christ, 2004).”
Estimates of the Standard Error of Measurement for Curriculum-Based Measures of Oral Reading Fluency (2007, background): “…content (Dunn, 2002; Fuchs, Fuchs, & Hamlett, 1990; Hintze, Shapiro, & Daly, 1998; Shinn, Gleason, & Tindal, 1989), variability in difficulty across probes (Christ, 2003; Hintze & Christ, 2004), and variability of difficulty within probes (Fuchs & Deno, 1992; Hintze, 1995; Hintze et al., 1994).”
The Past, Present, and Future of Curriculum-Based Measurement Research (2004, unknown): “Hintze and Christ (2004) took a different approach, also with important findings.”
Short-Term Estimates of Growth Using Curriculum-Based Measurement of Oral Reading Fluency: Estimating Standard Error of the Slope to Construct Confidence Intervals (2006, methodology): “When slope is used to evaluate CBM-R outcomes, the influence of e is operationalized by the standard error of the slope (SEb) in place of SEM (Christ, 2003; Hintze & Christ, 2004, p. 207) and therefore a multiple of SEb is used to define the CI.”
Publishing while Female. Are women held to higher standards? Evidence from peer review. (2017, background): “But despite poor accuracy, readability scores do correlate with reading difficulty (Begeny and Greene, 2014; DuBay, 2004; Francis et al., 2008; Hintze and Christ, 2004) making them appropriate measures to estimate gender differences in large samples.”
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development (2009, background): “Researchers who studied the use of readability formulas all concluded that readability formulas were poor predictors of students' oral reading fluency on CBM-R passages (Ardoin et al., 2005; Compton, Appleton, & Hosp, 2004; Hintze & Christ, 2004).”