Date of Award
Doctor of Philosophy
The purpose of this study was to examine whether variation in verbal directions affects CBM-R performance and to examine the effects that differences in methodology have on obtained results. Third-grade students (N = 104) from two separate schools, which differed in terms of their demographic characteristics, were randomly assigned to either the directions used in the Christ, White, Ardoin, and Eckert (2013) study or the directions used in the Taylor, Meisinger, and Floyd (2013) study. Results from a mixed between-subjects/within-subjects factorial ANOVA found that, regardless of school setting, CBM-R performance was significantly influenced by the Christ et al. (2013) directions but not significantly influenced by the Taylor et al. (2013) directions. We conclude that it is highly unlikely that CBM-R performance is affected by variations in verbal directions during routine use of CBM-R in school settings and that the influence of the Christ et al. (2013) directions on CBM-R performance was likely due to contrast effects.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Taylor, Colby Duncan, "Disentangling Verbal Instructions, Experimental Design, and Sample Characteristics: Results of CBM-R Research" (2015). Electronic Theses and Dissertations. 1110.