Abstract

With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students’ academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students’ progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year

Notes

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Graduation Date

2011

Semester

Summer

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Teaching, Learning, and Leadership

Format

application/pdf

Identifier

CFE0004282

URL

http://purl.fcla.edu/fcla/etd/CFE0004282

Language

English

Release Date

May 2015

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

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