Relation between 1- Minute CBM Reading Aloud Measure and Reading Comprehension Tests

179 Pages·2008·0.55 MB·English

Relation between 1- Minute CBM Reading Aloud Measure and Reading
Comprehension Tests: A Multilevel Meta-Analysis

A DISSERTATION
SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL
OF THE UNIVERSITY OF MINNESOTA
BY

Seungsoo Yeo

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY

Christine Espin

December, 2008
© Seungsoo Yeo 2008
i

Acknowledgements

First and foremost, I wish to thank my advisor, Dr. Christine Espin, for her mentoring,
her passion, and her guidance. Dr. Espin set high standards, provided great
opportunities to do research, and believed in me when I could not believe in myself.
With her multifaceted expertise and her passion, Dr. Espin exemplified what a scholar
and a professor in special education should be.
To my doctoral committee members, Dr. Stanly Deno, Dr. Mark Davison, and Dr.
Kristen McMaster, I express tremendous gratitude for the guidance they provided in
every stage of this process. Especially, I would like to express my sincere appreciation
to Dr. Scott McConnell, for his encouragement throughout the PhD journey. I would
like to thank my advisor in Korea, Dr. Dong-Il Kim for his ongoing support. I also
appreciate my doctoral colleagues at University of Minnesota. To Dr. Wayman and
Becca who revised my dissertation, I thank you for your kind support.
A very special appreciation goes to my parents, Inhee Yeo and Misoon Joe. They have
been my source of inspiration and unconditional love. They were supportive when
times were difficult and ready to cheer during the great times. Finally, I want to thank
my wife, Sohee Park, who is also my best friend and companion for life. My
dissertation would not have been possible without her love, patience, encouragement,
and emotional support.
ii

Dedication

I dedicate my dissertation to my parents, Inhee Yeo and Misoon Joe, my sister, Sujin
Yeo, and my beloved wife, Dr. Sohee Park.
iii

Abstract
The primary purpose of this research was to conduct a quantitative
review of studies reporting information on the relation between CBM reading
aloud and reading comprehension tests. Furthermore, this study examined
moderators affecting the variability in the relation between CBM reading aloud
and reading comprehension tests. After computer-based information searches, an
extensive hand search, an ancestral search were conducted, and after exclusion
criteria were applied, the present meta-analysis contained a total of 250
correlations from 55 studies. This study showed that the estimated average
correlation between CBM reading aloud and reading comprehension tests was
.75 (SE = .02), with a range of .71 to .79. Compared with Cohen’s (1992)
threshold, the magnitude of the overall estimated average correlation between
CBM reading aloud and reading comprehension tests was large. However, this
study also showed that there was statistically significant variability between and
within the studies used in the meta-analysis. The findings of significant
variability in the unconditional model led to a series of conditional level-three
meta-analyses that included potential moderators. Proportion of students with
disabilities, retelling as a response format, CBM maze as a reading
comprehension test, and the time difference between CBM reading aloud and
reading comprehension tests were statistically significant components affecting
the strength of the relation between CBM and state achievement tests.
iv

Educational implications for teachers and researchers, limitation, and directions
for future research are presented.
v

Table of Contents
ACKNOWLEDGEMENT............................................................................................ i
ABSTRACT ............................................................................................................... iii
TABLE OF CONTENTS ..............................................................................................v
LIST OF TABLES.......................................................................................................viii
LIST OF FIGURES.......................................................................................................x
CHAPTER 1: INTRODUCTION..................................................................................1
Problem Statement ... ......................................................................................3
Significance of the Study.................................................................................5
Study Purpose..................................................................................................6
Definition of Key Terms..................... .............................................................7
CHAPTER 2: LITERATURE REVIEW.........................................................................9
Fluency.............................................................................................................9
Theories about the Relation between Oral Reading Fluency and Reading
Comprehension ..............................................................................................10
Measurement of Fluency................................................................................15
Curriculum-Based Measurement....................................................................15
Face Validity of CBM Reading Aloud............................................................17
The Three Considerations of Variability in the Relation between CBM
Reading Aloud and Reading Comprehension................................................19
Summary.........................................................................................................27
vi

CHAPTER 3: METHODOLOGY................................................................................29
Data Collection...............................................................................................29
Inclusion and Exclusion Criteria....................................................................30
Coding System...............................................................................................32
A Meta-Analytic Approach............................................................................35
Calculation of Correlation Coefficients.........................................................45
Effect Coding.................................................................................................48
Coding Reliability..........................................................................................50
Analysis of Outliers..................................................... .................................51
Data Analysis...................................................... ...........................................51
CHAPTER 4: RESULTS................................................................... ..........................54
Results of Study Search..................................................................................54
Corrections for Measurement Unreliability...................................................55
Analysis of Outliers.......................................................................................57
Descriptive Analysis......................................................................................59
Unconditional Meta-Analysis........................................................................68
Conditional Meta-Analysis............................................................................69
Multiple Regression Meta-Analysis..............................................................79
CHAPTER 5: DISCUSSION......................................................................................85
What is the Estimated Average Correlation between CBM Reading Aloud and
Reading Comprehension Tests? .....................................................................85
vii

Is the Estimated Variance in the Average Correlation Coefficient between
CBM Reading Aloud and Reading Comprehension Significantly Different
from Zero? .....................................................................................................86
To What Extent is the Relation between CBM Reading Aloud and Reading
Comprehension Affected by Characteristics of Participants, CBM
Administration Procedure, the Reading Comprehension Test Employed, and
Study Publication?..........................................................................................88
Implications for Teachers and Researchers....................................................97
Limitations and Future Research..................................................................100
REFERENCE.............................................................................................................103
APPENDICES............................................................................................................128
APPENDIX A: Studies Excluded in This Meta-Analysis............................129
APPENDIX B: Intercorrelation between Moderator Variables....................140
APPENDIX C: Studies Included in This Meta-Analysis.............................143
APPENDIX D: Suggested Quality Indicators for Correlational Studies
Proposed by Thompson et al. (2005) ...........................................................164
viii

List of Tables
TABLE 1: Coding of Study Descriptors......................................................................33
TABLE 2: Number and Percentage of Studies Reporting Reliability of CBM Reading
Aloud and Reading Comprehension Tests ..................................................57
TABLE 3: Potential Outliers According to Two Standard Deviations Criteria............59
TABLE 4: Descriptive Statistics for Each Numerical Moderator for Each Study.......60
TABLE 5: Characteristics of Participants ...................................................................62
TABLE 6: Characteristics of CBM ..............................................................................64
TABLE 7: Characteristics of the Reading Comprehension Tests ...............................66
TABLE 8: Characteristics of Publication ....................................................................67
TABLE 9: Unconditional Model for the Relation between CBM Reading Aloud and
Reading Comprehension Tests....................................................................69
TABLE 10: Conditional Model for Analyzing Moderator Variables about
Participations....................................................... ......................................72
TABLE 11: Conditional Model for the Characteristics of CBM Moderator
Variables ....................................................................................................73
TABLE 12: Conditional Model for Analyzing Moderator Variables Regarding
Reading Comprehension Tests ..................................................................77
TABLE 13: Conditional Model for Analyzing Moderator Variables regarding
Publication .................................................................................................79
TABLE 14: Unconditional Model for 232 Correlations ............................................81