Examining the Effects of Instructions and Overt Timing on Curriculum-Based Measures of Reading

Identifier

744

Author

Colby Duncan Taylor

Date

2012

Document Type

Thesis

Degree Name

Master of Science

Major

Psychology

Committee Chair

Elizabeth Meisinger

Committee Member

Randy Floyd

Committee Member

Robert Cohen

Abstract

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.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

Recommended Citation

Taylor, Colby Duncan, "Examining the Effects of Instructions and Overt Timing on Curriculum-Based Measures of Reading" (2012). Electronic Theses and Dissertations. 620.
https://digitalcommons.memphis.edu/etd/620