Benchmarks and Screenings

by

TABLE OF CONTENTS

CHAPTER I : INTRODUCTION1

Statement of the Problem1

Attempts at Increasing National Reading Attainment3

The Importance of Monitoring Student Achievement in Schools4

Evaluation of Student Progress through Curriculum-Based Measurement5

Purpose of the Study8

Research Questions8

Conceptual Framework9

Universal Screening and Curriculum Based Measures10

Research Based Interventions11

CHAPTER 2: LITERATURE REVIEW13

Literature Review13

Curriculum-Based Measurement of Reading14

Screening19

Oral Reading Fluency21

Oral Reading Fluency Curriculum Based Measures24

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency25

The Developmental Reading Assessment26

High Stakes Assessment28

Using Screening Measures to Predict Performance on High-Stakes Assessments28

Benchmark Screening36

Georgia Criterion-Referenced Competency Tests (CRCT) and Georgia RESA Assessment of Student Progress (GRASP)37

Summary38

CHAPTER 3: METHODOLOGY39

Classification of Research Methods39

Multi-method studies40

Mixed-Method Studies40

Steps In Mixed Methodology40

Strength and Weakness of the Mixed Research:41

Strengths41

Weaknesses42

Search Technique42

Literature Search42

Inclusion and exclusion criteria43

Reliability of Sources44

Additional Online Searches45

Search Rationale45

Critical Appraisal Tool45

Appraisal Limitations45

Participants46

Measures Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency Probes (DORF)47

Developmental Reading Assessment (DRA)48

New York State English Language Arts Examination (NYS ELA)50

Procedures51

Reliability/Dependability52

Validity54

Data Analysis55

Confidentiality56

Ethical Considerations57

REFERENCES58

CHAPTER I : INTRODUCTION

Statement of the Problem

The importance of literacy in modern society cannot be overstated. In the United States today, the ability to read is essential because it provides access to learning, politics, and economic success (Brandt, 2001). In order to be successful workers in today's society, it is imperative that high school graduates be able to read complex material. In essence, 100 percent literacy rates are expected of today's youth. However, despite the importance of reading today, many American children cannot read by the time they leave high school (Burns, Griffin, & Snow, 1999). The 2007 National Assessment of Educational Progress (NAEP) reported on the percentages of students across the nation performing within expected levels in reading. Results indicated 34 percent of fourth grade students were reading below the basic level of proficiency. In other words, 34 percent of students were not performing at a level in reading that would enable them to complete the work assigned in that grade (Lee, Grigg, & Donahue, 2007). Illiteracy affects children from all social categories, ethnicities, and cultures; however, it is most prevalent in children from low socioeconomic backgrounds, minority cultures, and children whose native language is not English (Burns et al., 1999).

Large discrepancies have been noted regarding differences in student reading abilities in poverty-stricken areas. The 2007 NAEP report noted that 50 percent of economically disadvantaged students identified by their eligibility for free or reduced-cost lunch scored below the basic achievement standard set by NAEP as opposed to 21 percent of students not eligible for free or reduced-cost lunch (Lee, Grigg, & Donahue, 2007). In addition, children from racial or ethnic minority groups were found to perform below the basic achievement standard set by NAEP more often than Caucasian students. Fifty-four percent of African American students, 51 percent of Hispanic students, 24 percent of students of Asian/Pacific Island descent, and 49 percent of American Indian/ Alaskan Native students scored below the basic achievement standard set by NAEP as opposed to 23 percent of White students (Lee, Grigg, & Donahue, 2007). The effect of illiteracy on American society is portrayed through numerous ...