Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2010
Thesis Director
Assege HaileMariam
Thesis Committee Member
Ronan Bernas
Thesis Committee Member
Cathy Schoonover
Abstract
This study sought to examine the relationship between two reading curriculum based measures ( oral reading fluency and MAZE) and the reading and mathematics subsections of the Illinois Standards Achievement Test (ISA T) at the 5th and 6th grades. It was predicted that MAZE would be better at predicting who would pass the ISAT than oral reading fluency. Bivariate correlations were conducted between each curriculum based measure and each subsection of the ISA T. Simple linear regression analyses were also conducted to derive cut scores for predicting ISAT performance. The ability of each curriculum based measure to predict student performance was evaluated by diagnostic utility statistics. These analyses indicate that MAZE may be equally suited to predicting student performance as oral reading fluency at both grade levels. In conclusion, reading CBM measures may be used to adequately predict student performance on the ISA T reading subsection at the upper elementary school levels.
Recommended Citation
Whitley, Samuel, "Oral Reading Fluency And Maze Selection For Predicting 5Th And 6Th Grade Students' Reading And Math Achievement On The Illinois Standards Achievement Test" (2010). Masters Theses. 607.
https://thekeep.eiu.edu/theses/607
