Abstract
Abstract This study found several nontraditional assessment tools to be good predictors of current reading instruction group for nonhandicapped and mildly handicapped children. Iowa Tests of Basic Skills (ITBS) reading scores, curriculum-based measurement (CBM) reading probes, and a teachers' rating scale (TRAP-R) were able to stratify a large sample of children of elementary school age into Chapter 1, Resource Teaching Program (RTP), or regular education reading groups with 76% accuracy. These results are consistent with prior research with this instrument. These three tools appear to have utility as alternative screening or assessment measures for children in need of special and remedial services. The CBM scores varied by curriculum; therefore local norms would be necessary to make meaningful comparisons. CBM probes, ITBS scores, and teachers' ratings were found to be reliable measures of students' need for special reading instruction, as measured by present instructional placement; these measures can be easily obtained and may alleviate the need for some more traditional psychoeducational assessment.
Published Version
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