Mary Jane White
University of Minnesota
Developmental psychologyMathematics educationDemographyWord recognitionPsychologyCognitionNorm-referenced testCognitive psychologyPedagogyNarrativeStandardized testPsychological interventionInferenceData based decision makingFluencyVocabularyPhonological awarenessReading comprehensionAt-risk studentsContext (language use)Intervention (counseling)Interactive softwareSkill developmentComputer scienceLinguisticsCommunicationCurriculumComprehensionReading (process)Curriculum-based measurementVocabulary developmentScheduleAchievement testTeaching methodCoherence (linguistics)
28Publications
14H-index
1,350Citations
Publications 27
Newest
#1Kristen L. McMasterH-Index: 24
#2Panayiota KendeouH-Index: 37
view all 9 authors...
#1Stacy Ann A. January (USC: University of South Carolina)H-Index: 8
#2Ethan R. Van Norman (Lehigh University)H-Index: 10
Last. Mary Jane White (UMN: University of Minnesota)H-Index: 14
view all 6 authors...
: School-based professionals often use curriculum-based measurement of reading (CBM-R) to monitor the progress of students with reading difficulties. Much of the extant CBM-R progress monitoring research has focused on its use for making group-level decisions, and less is known about using CBM-R to make decisions at the individual level. To inform the administration and use of CBM-R progress monitoring data, the current study evaluated the utility of 4 progress monitoring schedules that differed...
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#1Stacy Ann A. January (USC: University of South Carolina)H-Index: 8
#2Ethan R. Van Norman (GSU: Georgia State University)H-Index: 10
Last. Mary Jane White (UMN: University of Minnesota)H-Index: 14
view all 6 authors...
Abstract The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2–4 who were at risk for reading difficulties but not yet receiving special education services had their progress monitored via three assessment schedules across 1 academic year. Four mixed-factorial analyses of variance tested the effect...
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#1Stacy Ann A. January (USC: University of South Carolina)H-Index: 8
#2Scott P. Ardoin (UGA: University of Georgia)H-Index: 25
Last. Mary Jane White (UMN: University of Minnesota)H-Index: 14
view all 5 authors...
Abstract Universal screening in elementary schools often includes administering curriculum-based measurement in reading (CBM-R); but in first grade, nonsense word fluency (NWF) and, to a lesser extent, word identification fluency (WIF) are used because of concerns that CBM-R is too difficult for emerging readers. This study used Kane's argument-based approach to validation as a framework to evaluate the interpretations and use of scores resulting from screening 257 first- and second-grade studen...
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#1Sarah E. Carlson (UO: University of Oregon)H-Index: 6
#2Paul van den Broek (LEI: Leiden University)H-Index: 61
Last. Mary Jane White (UMN: University of Minnesota)H-Index: 14
view all 7 authors...
The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n = 74) with different levels of comprehension skill read narrative texts aloud and were asked causal questions at specific points during reading. Responses to questions were examined for the types of inferences the readers made during reading. Ther...
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#1Paul van den Broek (LEI: Leiden University)H-Index: 61
#2Panayiota KendeouH-Index: 37
Last. Mary Jane WhiteH-Index: 14
view all 3 authors...
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#1Theodore J. ChristH-Index: 29
#2Mary Jane WhiteH-Index: 14
Last. Tanya L. Eckert (SU: Syracuse University)H-Index: 35
view all 4 authors...
Abstract. Curriculum based measurement of reading (CBM-R) is frequently used to screen and monitor progress. It is not clear whether students engage in speed reading during standard CBM-R administrations and whether CBM-R outcomes retain high criterion-related validity in such conditions. This study examined the reading performance of 239 second- to fifth-grade students with standard and modified CBM-R task demands. Students were instructed to do their best reading, fast accurate reading, or rea...
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#1Mary Jane WhiteH-Index: 14
#2Roger BruningH-Index: 23
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#2Tanya L. Eckert (SU: Syracuse University)H-Index: 35
#3Theodore J. Christ (UMN: University of Minnesota)H-Index: 29
Last. Stacy Ann A. January (UGA: University of Georgia)H-Index: 8
view all 7 authors...
Abstract. Curriculum-based measurement in reading (CBM-R) is a widely used measure for identifying students in need of reading intervention and monitoring their progress. Despite a large base of research supporting the efficacy of CBM-R as a measure of comprehension, critics maintain that CBM-R is little more than a measure of word reading. The current study extends existing research by examining the extent to which CBM-R is a measure of student performance beyond word reading rate and accuracy ...
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#1Paul van den BroekH-Index: 61
#2Mary Jane WhiteH-Index: 14
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