Curriculum-Based Fluency and Comprehension Measurements as Predictors of Elementary Student Performance on State-Wide MAP Communication Arts Assessment Scores in an RTI Setting

Abstract

This quantitative study included fourth-grade students from District XYZ, a largesuburban school district located in the mid-west. The purpose of this study was todetermine if CBM oral reading fluency and CBM MAZE comprehension interimbenchmark assessment scores obtained in an RTI framework predicted the summativeMissouri MAP Communication Arts scores. The multiple regression analyses modelsrevealed that CBM oral reading fluency and MAZE comprehension interim assessmentsfor fall and spring were moderately strong predictors of the Missouri summative MAPassessment. The winter CBM oral reading fluency and MAZE comprehension interimassessments did not increase the predictive value of the equation; therefore, these werenot included in the results. Based on the results of this study, the recommendation ismade to utilize CBM oral reading fluency and MAZE comprehension interimassessments in an RTI framework to provide data to district leaders and educators ofstudents who may need academic remediation.