Reliability Generalization of Curriculum-Based Measurement Reading Aloud: A Meta-Analytic Review

摘要

The purpose of this study was to employ the meta-analytic method of Reliability Generalization to investigate the magnitude and variability of reliability estimates obtained across studies using Curriculum-Based Measurement reading aloud. Twenty-eight studies that met the inclusion criteria were used to calculate the overall mean reliability of Curriculum-Based Measurement reading aloud. The estimated mean alternate-form and test-retest reliability were .89 and .95, respectively. Yet it was difficult to generalize such a high reliability estimate for scores on Curriculum-Based Measurement reading aloud due to significant variability between and within studies. Grade level, testing interval length, universal screening/progress monitoring distinction, and ratio of students receiving special education services were significant moderator variables contributing to the variability found in the alternate-form reliability of Curriculum-Based Measurement reading aloud.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09362835.2011.562094