TY - JOUR
T1 - Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests
T2 - A meta-analysis
AU - Shin, Jaehyun
AU - McMaster, Kristen
N1 - Publisher Copyright:
© 2019 Society for the Study of School Psychology
PY - 2019/4
Y1 - 2019/4
N2 - The purpose of this study was to examine the validity of two widely used Curriculum-Based Measures (CBM) in reading—oral reading and maze—in relation to reading comprehension on state tests using a meta-analysis. A total of 61 studies (132 correlations) were identified across Grades 1 to 10. A random-effects meta-analysis was conducted to estimate the average correlations between the two CBM tasks and reading comprehension on state tests, and to analyze the effects of potential moderating variables (characteristics of study, students, CBM, and state tests). Results revealed that the average correlation for oral reading was significantly larger than that for maze when all grade levels were included together in the analysis. When grade levels were separated, the difference between average correlations was only at the higher grades (Grades 4–10), favoring oral reading. In terms of correlations by grade level, oral reading and maze showed a similar pattern; that is, correlations were comparable across elementary grades, but decreased for secondary grades. In addition to the type of CBM and grade level differences, type of publication, type of state tests (commercial versus state-developed), and time interval between CBM and state tests were significant sources of variance in correlations. Implications for research and educational practice are discussed highlighting the somewhat different conclusions from previous literature, especially regarding the use of CBM for older students.
AB - The purpose of this study was to examine the validity of two widely used Curriculum-Based Measures (CBM) in reading—oral reading and maze—in relation to reading comprehension on state tests using a meta-analysis. A total of 61 studies (132 correlations) were identified across Grades 1 to 10. A random-effects meta-analysis was conducted to estimate the average correlations between the two CBM tasks and reading comprehension on state tests, and to analyze the effects of potential moderating variables (characteristics of study, students, CBM, and state tests). Results revealed that the average correlation for oral reading was significantly larger than that for maze when all grade levels were included together in the analysis. When grade levels were separated, the difference between average correlations was only at the higher grades (Grades 4–10), favoring oral reading. In terms of correlations by grade level, oral reading and maze showed a similar pattern; that is, correlations were comparable across elementary grades, but decreased for secondary grades. In addition to the type of CBM and grade level differences, type of publication, type of state tests (commercial versus state-developed), and time interval between CBM and state tests were significant sources of variance in correlations. Implications for research and educational practice are discussed highlighting the somewhat different conclusions from previous literature, especially regarding the use of CBM for older students.
KW - Curriculum-Based Measurement (CBM)
KW - Maze
KW - Meta-analysis
KW - Oral reading
KW - Reading comprehension
KW - Validity
UR - http://www.scopus.com/inward/record.url?scp=85063663804&partnerID=8YFLogxK
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U2 - 10.1016/j.jsp.2019.03.005
DO - 10.1016/j.jsp.2019.03.005
M3 - Article
C2 - 30961878
AN - SCOPUS:85063663804
SN - 0022-4405
VL - 73
SP - 131
EP - 149
JO - Journal of school psychology
JF - Journal of school psychology
ER -