Amy L. Reschly|Todd W. Busch|Joseph Betts|Stanley L. Deno|Jeffrey D. Long
Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence
University of Georgia|Renaissance Services (United States)|University of Minnesota System|University of Minnesota System
metaanalysis summarized correlational evidence association cbm oral reading measure rcbm standardized measures reading achievement students grades 16 potential moderating variables also examined source criterion test administration format grade level length time type reading subtest score results indicated significant strong overall correlation among rcbm standardized tests reading achievement differences correlations function source test administration format reading subtest type differences magnitude correlations found across grade levels addition minimal evidence publication bias results discussed terms existing literature directions future research