Doctor of Philosophy (PhD)
The purpose of the current investigation was to determine which curriculum-based measures of written expression demonstrated adequate technical characteristics and provided useful information towards predicting performance on a state-standardized assessment. Data collected from 124 third grade students was used for the study. Curriculum-based measures of reading and writing collected three times within the school year were utilized as the independent variables for predicting the dependent variables. Writing samples were scored using 9 indices of writing. Results from a state standardized assessment (iLEAP) were used as the dependent variables. The study found reliability coefficients for writing indices to be consistent with previous investigations. Principle components analysis revealed a consistent three component solution for the writing indices across benchmark periods. Regression analyses revealed percent correct word sequences, fall words spelled correctly, and winter complete sentences to be significant predictors; however, only fall words spelled correctly and winter complete sentences contributed to fall oral reading fluency for predicting the passing status of students.
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Henderson, Marie Young, "Predicting performance on high stakes testing: validity and accuracy of curriculum-based measurement of reading and writing" (2009). LSU Doctoral Dissertations. 2067.