Project Activities
Structured Abstract
Setting
Research design and methods
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: At the conclusion of this project, the team will produce a revised version of the grades 3-12 Florida Assessment for Instruction in Reading (FAIR), with increased utility, precision, and efficiency in measuring reading comprehension. Peer-reviewed publications will also be prepared.
Book chapter, edition specified
Foorman, B., and Wanzek, J. (in press). Classroom Reading Instruction for all Students. In M.K. Burns, and A.M. Vander Heyden (Eds.), The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (2nd ed.). New York: Springer.
Journal article, monograph, or newsletter
Foorman, B., Petscher, Y, and Bishop, M.D. (2012). The Incremental Variance of Morphological Knowledge to Reading Comprehension in Grades 3-10 Beyond Prior Reading Comprehension, Spelling, and Text Reading Efficiency. Learning and Individual Differences, 22(6): 792-798.
Foorman, B.R., and Petscher, Y. (2010). Development of Spelling and Differential Relations to Text Reading in Grades 3-12. Assessment for Effective Intervention, 36(1): 7-20.
Petscher, Y. (2017). The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores From a Computer Adaptive Assessment of Reading Comprehension. Journal of Research on Educational Effectiveness, 10(2), 408-423.
Petscher, Y., and Kim, Y.S. (2011). Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters. Assessment for Effective Intervention, 37(1): 17-25.
Petscher, Y., Kim, Y.S., and Foorman, B.R. (2011). The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework. Assessment for Effective Intervention, 36(3): 158-166.
Petscher, Y., Mitchell, A. M., and Foorman, B. R. (2015). Improving the Reliability of Student Scores From Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary. Reading and Writing, 28(1), 31-56.
Reed, D. K., Petscher, Y., and Foorman, B. R. (2016). The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents who are and are not English Language Learners. Reading and Writing, 29(4), 633-657.
** This project was submitted to and funded under Interventions for Struggling Adolescent and Adult Readers and Writers in FY 2010.
Supplemental information
To answer these questions, during Year 1 the research team will conduct simulations as well as confirmatory factor analysis and comparison of item adaptive procedures on 2009-2010 archival FAIR data in Florida's Progress Monitoring and Reporting Network (PMRN) of 959,544 students in grades 3–12. Also in Year 1, the team will also examine the efficiency of using equipercentile equating to make mazes adaptive with an archival sample of 3,200 students in grades 3–12. In Year 2, researchers will analyze 2010-2011 archival FAIR data from 959,544 students in the PMRN to validate (a) scoring adaptations based on testlets, (b) the application of the theoretical distribution of difficulty to new items; and (c) the value added of monthly progress monitoring compared to assessing three times a year. The team will conduct studies in the schools with 760 students in grades 3–12 to (a) validate the algorithms based on weighting of recent priors and (b) test an alternate maze format. In Year 3, researchers will conduct CART analyses using a 2011–2012 archival PMRN sample of 834,803 students in grades 3–12. In Year 4, researchers will complete analyses of the validation of the unrestricted bi-factor model.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
