Date

7-2020

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Michael Patrick

Keywords

Curriculum Based Measurement, Intervention, Reading Fluency, Assessment

Disciplines

Education | Elementary Education

Abstract

Current trends in education suggest that the best way to help struggling readers is to provide academic intervention before they fall too far behind. Schools that use annual standardized test scores to determine students’ academic deficiencies, and thereby their need for intervention, only receive these score reports once per year, often several weeks or months after the students have been assessed. The purpose of this correlational analysis of reading achievement was to compare students’ performance on the EasyCBM progress monitoring tool to students’ performance on the Tennessee Comprehensive Assessment Program for third, fourth, and fifth grade students at a suburban elementary school in southeast Tennessee. Two theories framed this study: Vygotsky’s zone of proximal development and Dweck’s growth mindset theory. The central research question in this study was: Is there a relationship between students’ EasyCBM Passage Reading Fluency assessment score and their English Language Arts score on the Tennessee Comprehensive Assessment Program (TCAP)? The participants were drawn from a convenience sample of third through fifth graders who participated in both May 2019 EasyCBM Passage Reading Fluency assessments and the 2019 summative TCAP in English Language Arts. Archival data from these two assessments were gathered and analyzed to determine a possible relationship. Correlation results found statistically significant correlations between EasyCBM Passage Reading Fluency scores and TCAP English Language Arts scores for each individual grade level analyzed as well as overall.

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