![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence, the authors fit linear and nonlinear confirmatory factor analytic measurement models to Dynamic Indicators of Basic Early Literacy Skills (DIBELS) second-grade ORF passages routinely used for spring testing. They found evidence of nonlinear relations among passage scores that indicated equipercentile equating would be the best choice of equating method compared with mean or linear equating. The standard error of equating (SEE) with a sample of 600 participants was acceptable and less then two correct words per minute for equated scores from 0 to 150, which covers 95% and the useful range of scores. Consistent with the small SEE, the equating table also successfully removed all form differences in an independent sample of second graders. Given the widespread adoption of DIBELS in thousands of schools serving millions of students, equating all passages within a grade would substantially improve the quality of the tool and dramatically lower the assessment burden on school personnel.
References
Section:
|
Ardoin, S. P., Suldo, S. M., Witt, J., Aldrich, S., McDonald, E. (2005). Accuracy of readability estimates’ predictions of CBM performance. School Psychology Quarterly, 20, 1–22. doi:10.1521/scpq.20.1.1.64193 Google Scholar | Crossref | ISI | |
|
Ardoin, S. P., Williams, J. C., Christ, T. J., Klubnik, C., Wellborn, C. (2010). Examining readability estimates’ predictions of students’ oral reading rate: Spache, Lexile, and Forcast. School Psychology Review, 39, 277–285. Google Scholar | ISI | |
|
Asparouhov, T., Muthen, B. (2010). Computing the strictly positive Satorra–Bentler chi-square test in Mplus (Mplus Web Notes No. 12). Los Angeles, CA: Muthen & Muthen. Retrieved from http://www.statmodel.com/examples/webnote.shtml#web12 Google Scholar | |
|
Baker, S. K., Fien, H., Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42, 1–20. Google Scholar | Crossref | |
|
Baker, S. K., Smolkowski, K., Katz, R., Fien, H., Seeley, J., Kame’enui, E. J., Thomas Beck, C. (2008). Reading fluency as a predictor of reading proficiency in low-performing high poverty schools. School Psychology Review, 37, 18–37. Google Scholar | ISI | |
|
Betts, J., Pickart, M., Heistad, D. (2009). An investigation of the psychometric evidence of CBM-R passage equivalence: Utility of readability statistics and equating for alternate forms. Journal of School Psychology, 47, 1–17. doi:10.1016/j.jsp.2008.09.001 Google Scholar | Crossref | ISI | |
|
Biancarosa, G., Bryk, A. S., Dexter, E. R. (2010). Assessing the value-added effects of literacy collaborative professional development on student learning. Elementary School Journal, 111, 7–34. Google Scholar | Crossref | ISI | |
|
Breusch, T. S., Pagan, A. R. (1979). A simple test for heteroscedasticity and random coefficient variation. Econometrica, 47, 1287–1294. Google Scholar | Crossref | ISI | |
|
Christ, T. J., Ardoin, S. P. (2009). Curriculum-based measurement of oral reading: Passage equivalence and probe-set development. Journal of School Psychology, 47, 55–75. doi:10.1016/j.jsp.2008.09.004 Google Scholar | Crossref | ISI | |
|
Christ, T. J., Silberglitt, B. (2007). Curriculum-based measurement of oral reading fluency: The standard error of measurement. School Psychology Review, 36, 130–146. Google Scholar | ISI | |
|
Dynamic Measurement Group . (2008). DIBELS 6th edition technical adequacy information. (Technical Report No. 6). Eugene, OR: Author. Google Scholar | |
|
Francis, D. J., Santi, K. L., Barr, C., Fletcher, J. M., Varisco, A., Foorman, B. R. (2008). Form effects on the estimation of students’ oral reading fluency using DIBELS. Journal of School Psychology, 46, 315–342. doi:10.1016/j.jsp.2007.06.003 Google Scholar | Crossref | Medline | ISI | |
|
Gelman, A., Hill, J. (2007). Data analysis using regression and multilevel/hierarchical models. New York, NY: Cambridge University Press. Google Scholar | |
|
Gersten, R. M., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W. D. (2009). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades: A practice guide (No. NCE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/ Google Scholar | |
|
Good, R. H., Kaminski, R. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Education Achievement. Google Scholar | |
|
Holland, P. W., Thayer, D. T. (2000). Univariate and bivariate loglinear models for discrete test score distributions. Journal of Educational and Behavioral Statistics, 25, 133–183. doi:10.3102/10769986025002133 Google Scholar | Crossref | ISI | |
|
Klein, A., Moosbrugger, H. (2000). Maximum likelihood estimation of latent interaction effects with the LMS method. Psychometrika, 65, 457–474. doi:10.1007/bf02296338 Google Scholar | Crossref | ISI | |
|
Klein, A., Muthén, B. O. (2007). Quasi-maximum likelihood estimation of structural equation models with multiple interaction and quadratic effects. Multivariate Behavioral Research, 42, 647–673. Google Scholar | Crossref | ISI | |
|
Kolen, M. J., Brennan, R. L. (2004). Test equating, scaling, and linking: Methods and practices (2nd ed.). New York, NY: Springer-Verlag. Google Scholar | Crossref | |
|
McDonald, R. P. (1967). Nonlinear factor analysis (Psychometric Monograph No. 15). Richmond, VA: William Byrd Press. Google Scholar | |
|
Moses, T. (2008). An evaluation of statistical strategies for making equating function selections (Research Report No. ETS RR-08-60). Princeton, NJ: ETS. Google Scholar | |
|
Muthén, L. K., Muthén, B. O. (2010). Mplus user’s guide (version 6). Los Angeles, CA: Author. Google Scholar | |
|
Pinheiro, J. C., Bates, D. M. (2000). Mixed-effects models in S and S-PLUS. New York, NY: Springer. Google Scholar | Crossref | |
|
Poncy, B. C., Skinner, C. H., Axtell, P. K. (2005). An investigation of the reliability and standard error of measurement of words read correctly per minute using curriculum-based measurement. Journal of Psychoeducational Assessment, 23, 326–338. Google Scholar | SAGE Journals | ISI | |
|
Roberts, G., Good, R., Corcoran, S. (2005). Story retell: A fluency-based indicator of reading comprehension. School Psychology Quarterly, 20, 304–317. Google Scholar | Crossref | ISI | |
|
Roehrig, A. D., Petscher, Y., Nettles, S. M., Hudson, R. F., Torgesen, J. K. (2008). Accuracy of the DIBELS oral reading fluency measure for predicting third grade reading comprehension outcomes. Journal of School Psychology, 46, 343–366. Google Scholar | Crossref | Medline | ISI | |
|
Salvia, J., Ysseldyke, J. E., Bolt, S. (2010). Assessment in special and inclusive education (11th ed.). Belmont, CA: Wadsworth. Google Scholar | |
|
Satorra, A., Bentler, P. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514. Google Scholar | Crossref | ISI | |
|
Schilling, S., Carlisle, J., Scott, S. E., Zeng, J. (2007). Are fluency measures accurate predictors of reading achievement? Elementary School Journal, 107, 429–448. Google Scholar | Crossref | ISI | |
|
Skiba, R., Simmons, A., Ritter, S., Gibb, A., Rausch, M., Cuadrado, J., Chung, C.-G. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74, 264–288. Google Scholar | SAGE Journals | ISI | |
|
Stecker, P. M., Fuchs, L. S., Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795–819. doi:10.1002/pits.20113 Google Scholar | Crossref | ISI |
