An Investigation of Gender, Income, and Special Education Status Bias on Curriculum-Based Measurement Slope in Reading.

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-06-01 DOI:10.1037/A0023021

Seungsoo Yeo, J. Fearrington, Theodore J. Christ

引用次数: 22

Abstract

University of MinnesotaThis study investigated slope bias on student background variables for bothCurriculum Based Measurement of Oral Reading (CBM-R) and Curriculum BasedMeasurement Maze Reading (Maze). Benchmark scores from 1,738 students inGrades 3 through 8 were used to examine potential slope bias in CBM-R and Maze.Latent growth modeling was used to both estimate growth rates and examine theextent to which demographic variables affected the estimated growth rates. Resultsindicate a signiÞcant CBM-R slope bias on special education status at Grade 3 andon gender at Grade 7. For Maze, slope bias on gender was associated with Mazeslope estimates at Grades 5 and 7. Slope bias on various demographic variables was notconsistent across CBM measures and grades. Results and implications are discussed.Keywords:

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性别、收入和特殊教育地位对课程阅读测量斜率的影响。

本研究考察了基于课程的口语阅读测量(CBM-R)和基于课程的迷宫阅读测量(Maze)中学生背景变量的斜率偏倚。1738名三至八年级学生的基准分数被用来检验CBM-R和Maze的潜在斜率偏差。潜在增长模型用于估计增长率，并检查人口变量影响估计增长率的程度。结果表明:小学三年级特殊教育状况和小学七年级性别存在signiÞcant CBM-R斜率偏倚。对于Maze，性别的斜率偏差与5年级和7年级的Mazeslope估计有关。各种人口统计变量的斜率偏差在CBM测量和等级之间并不一致。讨论了结果和意义。关键词:

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.