Using Oral Reading Rate to Predict Student Performance on Statewide Achievement Tests

By Lindy Crawford, Gerald A. Tindal, Steve Stieber. 2001

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ebaf311a1fb075b3dcbbed2dd44ccb36213b49a1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Theodore J. Christ
2. Cynthia L. Jiban
3. John M. Hintze
4. E. Shapiro
5. S. Scullin
6. Anick Tolbize
7. S. Deno
8. L. Santoro

In Education

1. Theodore J. Christ
2. E. Shapiro
3. Cynthia L. Jiban
4. J. Lutz
5. David E. Wood
6. S. Deno
7. L. Santoro
8. John M. Hintze

Citations in the corpus

• Curriculum-Based Measures and Performance on State Assessment and Standardized Tests (2006, background): “ies that examined the relationships between CBM measures of reading (oral reading fluency) and outcomes on statewide assessments in Colorado (Shaw & Shaw, 2002), Florida (Buck & Torgeson, 2003; Castillo, Torgeson, Powell-Smith, & Al Otaiba, 2003), Illinois (Sibley, Biwer, & Hesch, 2001), Michigan (M”
• Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test (2006, background): “For example, Crawford, Tindal, and Stieber (2001) used oral reading fluency in second and third grade to predict third-grade performance on statewide achievement tests in reading and math.”
• Using Math and Reading Curriculum-Based Measurements to Predict State Mathematics Test Performance (2007, background): “Recent studies exploring the possibility of CBM as a predictor of statewide standards test performance have yielded promising results (Crawford et al., 2001; Helwig, Anderson, & Tindal, 2002; Helwig & Tindal, 1999; Nolet & McLaughlin, 1997; Stage & Jacobsen, 2001).”
• Implications of Recent Research (2008, background): “For example, a number of studies of CBM-M have highlighted the reading demands inherent in current understandings of the mathematics construct (Crawford, Tindal, & Stieber, 2001; Helwig, Anderson, & Tindal, 2002; Jiban & Deno, 2007; Thurber, Shinn, & Smolkowski, 2002). A strictly computational CBM-M”
• Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility (2012, unknown): “Poor reading skills affect both future reading and future math achievement because many math achievement tests involve verbal skills and word problems (Crawford et al., 2001).”