Examining the match between reading curricula and curriculum-based measures on the Common Core grapheme-phoneme correspondences.

Abstract

Reading Curriculum-Based Measurement (R-CBM) is a commonly used type of assessment yet recent research questions it is psychometrically sound. Chapter 1 investigated the passage equation using the Decoding System Measure and found several first-grade oral reading fluency (ORF) passages that were outliers in terms of decoding difficulty in the following publishers: AIMSwebPlus, FastBridge, and DIBELS 8th edition. Chapter 2 examined the scope and sequence of Common Core State Standards (CCSSs) Grapheme-Phoneme correspondences (GPCs) and found that core programs generally covered more GPCs than supplemental programs and that there were significant differences between the two in terms of sequence of GPCs presented. Finally, Chapter 3 examined the match between instruction (the scope and sequences from the 5 core programs in Chapter 2) and assessment (the first-grade ORF R-CBM passages from Chapter 1) on the CCSSs GPCs. Wonders:AIMSwebPlus had the highest alignment (47% of the GPCs taught in Wonders showed up at least once per AIMSwebPlus passage). These results, in aggregate, can help practitioners select curricula and R-CBMs, and make more informed decisions when using R-CBMs for screening, progress monitoring or error analysis.