Curriculum based measurement and cognitive assessment predictions on reading outcomes: a meta analysis

Curriculum based measurement and cognitive assessment predictions on reading outcomes: a meta analysis. (2010). Curriculum based measurement and cognitive assessment predictions on reading outcomes: a meta analysis.

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Title	Curriculum based measurement and cognitive assessment predictions on reading outcomes: a meta analysis
Abstract	This meta-analysis is a review of how curriculum based measurement (CBM), short-term memory, and processing speed, relate to both basic reading skills and reading comprehension. This was developed due to the debate in the field of school psychology on the utility of using cognitive measures as important and relevant variables in the identification of learning disabilities. The goal of this study was to determine the strength of association of these variables to reading abilities and to determine if the strength of association between curriculum based measurement differed significantly from short-term memory and processing speed when compared to reading. In order for studies to be included, they must have met several criteria, including: Publication on or after 1990, participants must have been between the ages of 4 and 14, outcome measures must have been one of the Woodcock reading or tests of achievement, and reliabilities of measures must have exceeded .70. Each predictor variable was compared to both basic reading skills and reading comprehension to determine strength of association (effect size). Finally, the short-term memory and processing speed variables were combined to create a "cognitive processing" moderator variable to compare strengths of association between CBM and cognitive processing when predicting reading. The results indicated large effect sizes ranging from .618-.636 for CBM when predicting basic reading and reading comprehension. Moderate effect sizes ranging from .387-.433 were obtained when comparing short-term memory and processing speed to both basic reading and reading comprehension. CBM showed a significantly (p<.05) greater effect to basic reading than cognitive processing when sample size was controlled, although there was not a significant difference when this comparison was made to reading comprehension. Limitations of the study included the breadth of narrow abilities under the terms "short-term memory" and "processing speed", exclusion of other important variables (such as sex or whether one had a disability) when determining reading skills, narrow parameters of allowable tests, no independent coders used for the analysis, and a narrow focus on reading for this study. The implications of these findings to school psychology are discussed.
Date	2010

Details

Title: Curriculum based measurement and cognitive assessment predictions on reading outcomes: a meta analysis
Personal Name(s): Garruto, John M.
Rattan, Gurmal
Corporate Name(s): Indiana University of Pennsylvania
Educational and School Psychology.
Note: Publisher info.: Dissertation/Thesis.
Advisors: Rattan, Gurmal Committee members: William Barker; Becky Knickelbein; Betsy Waterman.
Topical Subject(s): Educational tests & measurements
Educational psychology
Literacy
Reading instruction
Curriculum development
Cognition & reasoning
Meta-analysis