Validation of curriculum-based reading passages and comparison of college students with and without dyslexia or ADHD
- 55 Downloads
Although reading is an essential skill for college success, little is known about how college students with and without disabilities read within their actual college curriculum. In the present article, we report on two studies addressing this issue. Within study 1, we developed and validated curriculum-based oral reading fluency measures using a sample of college students without disabilities (N = 125). In study 2, we administered the curriculum-based measures to four groups (each with n = 25): college students without disabilities, college students with dyslexia, college students with ADHD, and a clinical control group. Study 1 results indicated that the curriculum-based measures demonstrated good reliability and criterion validity. Results from study 2 indicated that college students with dyslexia were substantially slower readers than all groups without dyslexia (ds > 1.8). The curriculum-based measures demonstrated high accuracy in classifying participants with dyslexia and with impaired oral reading fluency (area under the curve > .94). Implications for incorporating curriculum-based measures in postsecondary settings are discussed.
KeywordsADHD College Curriculum-based measurement Dyslexia Reading
Compliance with ethical standards
The study was authorized by the Institutional Review Board of the researchers’ university. All participants provided written informed consent.
- Baer, J. D., Cook, A. L., & Baldi, S. (2006). The literacy of America’s college students. Washington, DC: American Institues for Research.Google Scholar
- Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford.Google Scholar
- Brown, J. I., Fishco, V. V., & Hanna, G. (1993). Nelson-Denny Reading Test and technical report forms G & H. Chicago, IL: Riverside.Google Scholar
- Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46.Google Scholar
- Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends, and emerging issues (3rd ed.). New York, NY: National Center for Learning Disabilities.Google Scholar
- Flippo, R. F., & Schumm, J. S. (2009). Reading tests. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (2nd ed., pp. 408–432). New York, NY: Routledge.Google Scholar
- Frazier, T. W., Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49–65. https://doi.org/10.1177/00222194070400010401.
- Guilford, J. P., & Fruchter, B. (1978). Fundamental statistics in psychology and education (6th ed.). New York: McGraw-Hill.Google Scholar
- Hasbrouck, J., & Tindal, G. (2017). An update to compiled ORF norms (technical report no. 1702). Eugene, OR, Behavioral Research and Teaching, University of Oregon.Google Scholar
- January, S. A., Ardoin, S. P., Christ, T. J., Eckert, T. L., & White, M. J. (2016). Evaluating the interpretations and use of curriculum-based measurement in reading and word lists for universal screening in first and second grade. School Psychology Review, 45(3), 310–326. https://doi.org/10.17105/SPR45-3.310-326.CrossRefGoogle Scholar
- Jasinski, L. J., Berry, D. T. R., Shandera, A. L., & Clark, J. A. (2011). Use of the Wechsler Adult Intelligence Scale Digit Span subtest for malingering detection: A meta-analytic review. Journal of Clinical and Experimental Neuropsychology, 33(3), 300–314. https://doi.org/10.1080/13803395.2010.516743.CrossRefGoogle Scholar
- McGrew, K. S., Shrank, F. A., & Woodcock, R. W. (2007). Woodcock-Johnson III Normative Update technical manual. Rolling Meadows, IL: Riverside.Google Scholar
- Miller, L. A., Lewandowski, L. J., & Antshel, K. M. (2015). Effects of extended time for college students with and without ADHD. Journal of Attention Disorders, 19(8). 678–686. https://doi.org/10.1177/1087054713483308.
- Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., … Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2). Retrieved from http://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf
- Pennington, B. F., McGrath, L. M., & Peterson, R. L. (2019). Diagnosing learning disorders: From science to practice (3rd ed.). New York: Guilford.Google Scholar
- Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427–469. https://doi.org/10.1016/j.jsp.2009.07.001.CrossRefGoogle Scholar
- Sattler, J. M., & Ryan, J. J. (2009). Assessment with the WAIS-IV. San Diego: Jerome M. Sattler, Publisher, Inc..Google Scholar
- Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford.Google Scholar
- Swets, J. A. (1996). Signal detection theory and ROC analysis in psychology and diagnosis: Collected papers. Mahwah, NJ: Erlbaum.Google Scholar
- Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2012). Test of Word Reading Efficiency, Second Edition and examiner’s manual. Austin, TX: PRO-ED, Inc..Google Scholar
- U.S. Government Accountability Office. (2009). Higher education and disability: Education needs a coordinated approach to improve its assistance to schools in supporting students. Retrieved from http://www.gao.gov/assets/300/297433.pdf.
- U.S. Department of Education. (2014). Profile of undergraduate students: 2011–12. Retrieved May 30, 2018, from https://nces.ed.gov/pubs2015/2015167.pdf.
- U.S. Department of Education. (2015). The nation’s report card. Retrieved May 30, 2018, from https://www.nationsreportcard.gov/reading_math_g12_2015
- U.S. Department of Education. (2016). Digest of education statistics: 2016. Retrieved May 30. 2018, from https://nces.ed.gov/programs/digest/d16/tables/dt16_311.50.asp
- Webb, N. M., Shavelson, R. J., & Haertel, E. H. (2006). Reliability coefficients and generalizability theory. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics (Vol. 26, pp. 81–124). Amsterdam: Elsevier.Google Scholar
- Wechsler, D. (2008). Wechsler Adult Intelligence Scale—Fourth Edition. San Antonio, TX: Pearson.Google Scholar
- Woodcock, R. W. (2011). Woodcock Reading Mastery Tests Third Edition and examiner’s manual. Bloomington, MN: Pearson.Google Scholar
- Woodcock, R. W., McGrew, K. S., Shrank, F. A., & Mather, N. (2007). Woodcock-Johnson III Tests of Achievement Normative Update. Rolling Meadows, IL: Riverside.Google Scholar