This study examined the relation and predictive validity of the three seventh-grade reading curriculum-based measurements (CBMs), (a) passage reading fluency, (b) vocabulary, and (c) comprehension, on student performance on the Oregon Assessment of Knowledge and Skills Reading (OAKS-R). This question was examined using extant data collected from 857 seventh-grade students in a Pacific Northwest school district during spring quarter. Of the total sample of 857, only 557 students' records were analyzed: 499 general education students and 58 students with learning disabilities who met the a priori participation criteria of having scores on all three spring easyCBM Reading measures (PRF, VOC and MCRC) and an OAKS-R score. Correlational analysis revealed different outcomes for the two groups. For the general education population, the highest correlation coefficient was between CBM vocabulary and OAKS-R (r = .65). Follow-up regression analysis also indicated that CBM Vocabulary (&beta = .44) was the best predictor for students in the general education population. However, for students with learning disabilities, CBM comprehension was the most strongly correlated to OAKS-R (r = .60), and regression analysis showed comprehension (&beta = .40) as the best predictor of students' OAKS-R performance. When specific nonacademic variables were added to the regression model for general education, CBM vocabulary (&beta = .41) and CBM comprehension (&beta = .43) were still the best predictors for students in general education and students with learning disabilities, respectively. Practical implications of the predictive validity of the CBM reading measures for practitioners are discussed in relation to assessment, instruction, and resource allocations. Finally, suggestions for future research in the areas of improving CBM utility as a predictor of success on statewide assessments in reading at the middle school level are discussed.

Made available in DSpace on 2016-04-27T16:57:42Z (GMT). No. of bitstreams: 1 dissertacao_janaina_maria_lage_souza.pdf: 309247 bytes, checksum: 01af28b792f08537756e1b46462d92d0 (MD5) Previous issue date: 2006-05-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The basis for the present study were the activities developed by Régine Douady (1986) involving the framing of rational numbers on intervals, addressed to French students of the educational segment that corresponds to 1st-8th grades in Brazil. In the present study, those activities were updated taking into account elements from recent Brazilian investigations on the meanings assigned by Brazilian students of 1st-8th grades to relations and to order relations, and elements of the Brazilian Curricular Guidelines of 1997 and 1998. By applying the methodology of case study, and in the light of the notion of tool object dialectic of Régine Douady (1984), the updated activities were presented in eight sessions to two mathematics teachers of the 7th and 8th grades in a private school in the city of São Paulo, both of whom were experienced in working with this theoretical framework, with the purpose of investigating what aspects these teachers take into consideration when discussing and developing their lesson plans regarding those activities. Particular attention was given to the changes and adaptations they made to the activities in order to facilitate their use in the classroom, based on their teaching practice, the actual features of the school and educational system in which this study was conducted, the school s program, recent investigations conducted with Brazilian students, the Brazilian Curricular Guidelines of 1997 and 1998, and the theoretical framework developed by Douady. In the present study, this process has been termed reupdating / A partir de atividades de Régine Douady (1986) envolvendo enquadramento de números racionais em intervalos, voltadas a alunos franceses do segmento de ensino correspondente ao ensino fundamental do Brasil, realizou-se na presente pesquisa uma atualização dessas atividades, estabelecendo diálogo com pesquisas brasileiras recentes sobre significados atribuídos por estudantes brasileiros do ensino fundamental a relações e relações de ordem e com os Parâmetros Curriculares Nacionais de 1997 e 1998. Recorrendo-se à metodologia de estudo de caso, e à luz da noção de dialética ferramenta objeto de Régine Douady (1984), as atividades atualizadas foram apresentadas em oito sessões a duas docentes do ensino fundamental, de sétima e oitava séries, de uma escola privada da cidade de São Paulo, experientes no trabalho com esse quadro teórico, com o objetivo de investigar o que essas professoras levam em consideração ao discutirem e elaborarem planejamentos de aulas referentes a essas atividades. Foi dada particular atenção às alterações e adaptações feitas por elas a essas atividades, de modo a favorecer sua proposição em sala de aula, tendo em vista sua prática docente, a realidade escolar em que se realizou este estudo, o programa dessa escola, pesquisas recentes realizadas com alunos brasileiros, os Parâmetros Curriculares Nacionais de 1997 e 1998 e o quadro teórico de Douady. Esse processo foi por nós denominado de reatualização