Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement

By John M. Hintze, S. Owen, E. Shapiro, Edward J. Daly. 2000

103 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ec7db5d391c666de53e80fa79f3100dd689236e1

How researchers see this paper

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

In Artificial Intelligence

1. Theodore J. Christ
2. C. Espin
3. John M. Hintze
4. T. Wallace

In Developmental and Educational Psychology

1. Theodore J. Christ
2. S. Ardoin
3. C. Espin
4. Brian C. Poncy
5. Hilda Ives Wiley
6. Christopher H. Skinner
7. John M. Hintze
8. T. Wallace

Citations in the corpus

• Literature Synthesis on Curriculum-Based Measurement in Reading (2007, background): “…intraindividual decision making at the elementary school level, with the majority of variance in CBM scores accounted for by individual variation and grade level (Hintze et al., 2000) or individual variation and group membership (Brown-Chidsey, Davis, & Maya, 2003; Hintze & Pelle Petitte, 2001).”
• An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring (2004, background): “More importantly, however, large amounts of measurement error relative to slope can have effects on the precision of educational decision making (Hintze et al., 2000).”
• The Generalizability of Systematic Direct Observations Across Time and Setting: A Preliminary Investigation of the Psychometrics of Behavioral Observation (2004, background): “The reader is referred to Hintze et al. (2000) for a detailed description of the calculations involved in conducting G and D studies.”
• Curriculum-based measurement of oral reading: Passage equivalence and probe-set development (2009, background): “…that appear within the CBM literature include the duration of assessment (Christ et al., 2005), arrangement of stimulus content (Christ & Vining, 2006), type/uniformity of stimulus content (Hintze, Christ, & Keller, 2002), and number of measurements used to estimate growth (Hintze et al., 2000).”
• An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement (2005, methodology): “Program Evaluation The use of CBM with repeated measures provides a data set to educators with formative data to identify student learning rates over short periods of time (Deno & Mirkin, 1977; Fuchs, 1989; Fuchs & Fuchs, 2002; Hintze et al., 2000).”