Date of Award
Master of Science
The purpose of this research was to examine whether variation in directions and timer visibility affected oral reading fluency on R-CBM probes. A sample of third-grade students (N = 72) was randomly assigned to four experimental directions conditions which emphasized participants doing their best, fastest, most accurate, or most expressive reading. Results from the 4 (experimental directions) X 2 (timer visibility) factorial ANOVAs revealed no significant differences across groups in the number of reading errors made (i.e., miscues), the number of words read correctly per minute, or in how expressively the participants read. Further, experimental conditions were not found to account for performance differences on the Maze task. Results of this study indicate that students are relatively impervious to variation in R-CBM instructions and timer visibility.
dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Taylor, Colby Duncan, "Examining the Effects of Instructions and Overt Timing on Curriculum-Based Measures of Reading" (2012). Electronic Theses and Dissertations. 620.