Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening

By S. Ardoin, Josepha Witt, Shannon M. Suldo, J. Connell, Jennifer L. Koenig, J. Resetar, Natalie J. Slider, Kashunda L. Williams. 2004

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e8d5616a4a900194b69d7862119388879f5cd3a2

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Literature Synthesis on Curriculum-Based Measurement in Reading (2007, background): “Results suggested that reading aloud might be a better measure than maze for primary-grade students, a conclusion supported by Ardoin et al. (2004), who found that adding a maze task did not add significantly to the prediction of performance on a standardized achievement test in reading for…”
Evaluation of the Relationship Between Literacy and Mathematics Skills As Assessed By Curriculum-Based Measures (2009, background): “First, in the study by Ardoin et al. (2004), sample size was an issue.”
Curriculum-Based Measurement of Oral Reading: Standard Errors Associated With Progress Monitoring Outcomes From DIBELS, AIMSweb, and an Experimental Passage Set (2009, unknown): “Extant research has almost exclusively evaluated the reliability, validity, and sensitivity of the CBM-R data at the group level (e.g., Ardoin & Christ, 2008; Ardoin et al., 2004; Hintze & Christ, 2004).”
The Past, Present, and Future of Curriculum-Based Measurement Research (2004, background): “Three (Ardoin et al., 2004; Clarke & Shinn, 2004; McGlinchey & Hixson, 2004) focused on the first CBM research stage, where technical features of the static score (at one point in time) are examined.”
An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement (2005, result): “The data from the D study generally supports the Ardoin et al. (2004) recommendation to use a single probe for universal screening/problem identification to identify the possible pool of students in need of intervention.”
Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008, background): “Although the median performances were slightly more stable, the results of this study support previously published recommendations stating that when estimating the level of performance, only one CBM-R probe is necessary for universal screening (Ardoin et al., 2004).”