Allinder, R. M., & Eccarius, M. A. (1999). Exploring the technical adequacy of curriculum-based measurement in reading for children who use manually coded English. Exceptional Children , 65 (2), 271–283. doi:10.1177/001440299906500210

Journal Article

Allinder, R. M., & Eccarius, M. A. (1999). Exploring the technical adequacy of curriculum-based measurement in reading for children who use manually coded English. Exceptional Children, 65(2), 271–283. doi:10.1177/001440299906500210

Tags

Elementary; Hearing impairment (including deafness); Reading; Signed response; U.S. context

URL

http://journals.sagepub.com/home/ecx

Summary

Accommodation

Students manually-coded their responses (signed response).

Participants

A total of 36 elementary students, 6–13 years old, with moderate to profound levels of hearing loss participated. Participants attended public elementary schools across five school districts in two unspecified states in the Midwest (U.S.).

Dependent Variable

Number of words read, mean number of idea units retold, mean number of words retold, mean number of unique words retold, and percentage of content words retold were the dependent variables. Passages were curriculum based measures (CBMs) taken from the Comprehensive Reading Assessment Battery (CRAB; Fuchs, Fuchs,& Hamlett, 1989). Results were correlated with the Test of Early Reading Ability-Deaf and Hard of Hearing Version (TERA-D/HH).

Findings

Results supported the reliability of CBM reading measures for students who are deaf and hard of hearing and use manually coded English. However, correlation of CBM dependent variables and the TERA-D/HH was lower than expected. Number of words read per minute was also not highly correlated with the retell task. The authors recommend that caution be taken when conducting reading assessments among students who are deaf and hard of hearing.