Date of Award

8-2013

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

School Psychology

Major Professor

R. Steve McCallum

Committee Members

Sherry M. Bell, Christopher H. Skinner, Amy D. Broemmel

Abstract

Monitoring Instructional Responsiveness: Reading (MIR:R), a group-administered measure designed to determine at-risk status for reading fluency and comprehension, was administered to 494 third-grade students to determine the relationship between MIR:R static and slope scores and student performance and non-proficiency status on the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test, reading composite. Correlation coefficients defining the relationship between the total MIR:R static score (the Comprehension Rate score) and student performance and non-proficiency status on the TCAP are .60 (p < .01) and .52 (p < .01), respectively. When the relationships between MIR:R slope and TCAP performance and non-proficiency status were investigated, weaker correlations were obtained-- .22 (p < .01) and .20 (p < .01), respectively. Results from a step-wise multiple regression equation revealed that the MIR:R Comprehension Percentage component score provided moderate predictive validity for TCAP reading composite performance (9.4% age variance accounted for, p < .01); the Total Words Read component score was less predictive (1.1 % age additional variance accounted for, p < .05). When MIR:R component scores were entered into a logistic regression analysis, these scores predicted TCAP proficiency and non-proficiency status reasonably well; values ranged from 60% to 88% (p < .01). Apparently, both the Comprehension Rate total static score and the Comprehension Percentage component score provide solid predictive accuracy (p < .01); the slope and Total Words Read component scores are less predictive. Data support the utility of the MIR:R as a promising, progress-monitoring reading screener within a Response to Intervention/problem-solving model.

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