Degree Type
Honors Capstone Project
Date of Submission
Spring 5-1-2013
Capstone Advisor
Tanya Eckert, Ph.D.
Honors Reader
Benita Blachman, Ph.D.
Capstone Major
Psychology
Capstone College
Arts and Science
Audio/Visual Component
no
Capstone Prize Winner
no
Won Capstone Funding
no
Honors Categories
Social Sciences
Subject Categories
Applied Behavior Analysis | Child Psychology | Developmental Psychology | Psychology
Abstract
Reading is an essential skill; however, the majority of elementary-aged students are not performing at grade level. This is problematic because poor reading is a significant risk factor for dropping out of high school. A number of demographic factors have been associated with students’ reading performance, including sex, socioeconomic status, and race/ethnicity. Educators use a number of measures to assess students’ reading performance. One screening measure, curriculum-based measurement in reading (CBM-R), is a time- and cost-efficient tool to assess elementary-aged students’ oral reading fluency. However, a number of research studies have shown that students’ performance on CBM-R assessments may be influenced by contextual factors, including who conducts the assessment, where the assessment is conducted, and whether or not the assessment is timed. The impact of students’ pre-assessment disposition on CBM-R scores has yet to be sufficiently examined. The purpose of this study was to investigate whether a combined model, which included demographic factors (i.e. sex, socioeconomic status) and a contextual factor, (i.e. student disposition) significantly predicted variance in students’ oral reading fluency growth. A standard multiple regression was conducted and results demonstrated that the combined model of sex, socioeconomic status, and disposition significantly predicted variance in students’ oral reading fluency growth. F (4, 35) = 3.35, p = .02. Sex on its own was found to be a significant predictor of variance in students’ oral reading fluency growth, but disposition was not. There was a positive correlation between sex and oral reading fluency growth (r = .44, p = .004) and a positive correlation between disposition and oral reading fluency growth (r = .38, p = .010). The link between disposition and oral reading fluency growth should not be ignored. Educators should consider this link prior to conducting and interpreting reading assessments.
Recommended Citation
Flatley, Katie, "Comparing Oral Reading Fluency Growth to Elementary-Level Students’ Pre-Assessment Disposition" (2013). Renée Crown University Honors Thesis Projects - All. 31.
https://surface.syr.edu/honors_capstone/31
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Included in
Applied Behavior Analysis Commons, Child Psychology Commons, Developmental Psychology Commons
