Date of Award
Fall 2010
Abstract
A growing body of research draws into question the validity and reliability of measurements of fluency as indicators of literacy growth for older, struggling readers (Paris, Carpenter, Paris and Hamilton, 2005; Scammacca, Roberts, Vaughn, Edwards & Torgesen, 2007; Yovanoff, Duesbery, Alonzo & Tindal, 2005). Nevertheless, many high schools utilize such measures. This study examines the validity and reliability of Pearson's AIMSweb as a tool for assessing the literacy development of 17 9th grade students with special education identifications. Evidence from this study draws into question the reliability and validity of AIMSweb measures for this population. Additional research with a larger population of struggling adolescent readers is warranted.
First Advisor
Ruth Wharton-McDonald
Department or Program
Reading
Degree Name
Master of Education
Recommended Citation
York, Elizabeth A., "Meaningful measurement: Is fluency a valid and reliable measure of reading progress for struggling adolescent readers? Examining the efficacy of Pearson's AIMSweb for struggling adolescent readers" (2010). Master's Theses and Capstones. 185.
https://scholars.unh.edu/thesis/185