Date of Conferral
2016
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Jose Otaola
Abstract
Reading competency is related to individuals' success at school and in their careers. Students who experience significant problems with reading may be at risk of long-term academic and social problems. High-quality measures that determine student progress toward curricular goals are needed for early identification and interventions to improve reading abilities and ultimately prevent subsequent failure in reading. The purpose of this quantitative nonexperimental ex post facto research study was to determine whether a correlation existed amongst student achievement scores on the Fountas and Pinnell Reading Benchmark Assessment and reading comprehension scores on the Criterion Reference Competency Test (CRCT). The item response theory served as the conceptual framework for examining whether a relationship exists between Fountas and Pinnell Benchmark Instructional Reading Levels and the reading comprehension scores on the CRCT of students in Grades 3, 4, and 5 in the year 2013-2014. Archival data for 329 students in Grades 3-5 were collected and analyzed through Spearman's rank-order correlation. The results showed positive relationships between the scores. The findings promote positive social change by supporting the use of benchmark assessment data to identify at-risk reading students early.
Recommended Citation
Walker, Shunda F., "Comparing Fountas and Pinnell's Reading Levels to Reading Scores on the Criterion Referenced Competency Test" (2016). Walden Dissertations and Doctoral Studies. 1987.
https://scholarworks.waldenu.edu/dissertations/1987
