An Independent Evaluation of the Technical Features of the Basic Reading Inventory
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| Title: | An Independent Evaluation of the Technical Features of the Basic Reading Inventory |
|---|---|
| Language: | English |
| Authors: | Bieber, Gregg, Hulac, David M., Schweinle, William |
| Source: | Journal of Psychoeducational Assessment. Jun 2015 33(3):199-209. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 3 Primary Education Elementary Education Early Childhood Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Informal Reading Inventories, Psychometrics, Grade 3, Grade 4, Grade 5, Elementary School Students, Test Reliability, Test Validity, Correlation |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Basic Reading Inventory |
| DOI: | 10.1177/0734282914550808 |
| ISSN: | 0734-2829 |
| Abstract: | The present study investigated some psychometric properties of the Basic Reading Inventory (BRI), a widely used informal reading inventory. The BRI and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) probes were administered to 149 third, fourth, and fifth graders. Test--retest and alternate forms reliability analyses indicated adequate levels of reliability for low-stakes decisions. Concurrent validity analyses indicated strong correlations with DIBELS, an established measure of reading fluency. These results are discussed in light of implications for use of the BRI for making instructional grouping, universal screening, and progress monitoring decisions. |
| Abstractor: | As Provided |
| Number of References: | 53 |
| Entry Date: | 2015 |
| Accession Number: | EJ1060740 |
| Database: | ERIC |
| Abstract: | The present study investigated some psychometric properties of the Basic Reading Inventory (BRI), a widely used informal reading inventory. The BRI and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) probes were administered to 149 third, fourth, and fifth graders. Test--retest and alternate forms reliability analyses indicated adequate levels of reliability for low-stakes decisions. Concurrent validity analyses indicated strong correlations with DIBELS, an established measure of reading fluency. These results are discussed in light of implications for use of the BRI for making instructional grouping, universal screening, and progress monitoring decisions. |
|---|---|
| ISSN: | 0734-2829 |
| DOI: | 10.1177/0734282914550808 |
