Abstract

Purpose: The purpose of this study was to examine the concurrent and predictive validity of the CUBED Narrative Language Measures Listening and Reading subtests to evaluate their psychometric properties as defined by Deno (2003). Method: Evidence of concurrent validity for the NLM Listening and Reading subtests was examined using data from 1,146 preschool through third grade students. The NLM subtests were compared to similar subtests from other assessments administered at approximately the same time. Evidence of predictive validity was examined using data from these same NLM subtests from 1,512 kindergarten through third grade students, including 71 third grade students for the examination of sensitivity and specificity. This was accomplished by examining how the students' NLM assessment scores related to their future performance on tests measuring similar constructs. Sensitivity and specificity were determined by examining how the well the NLM subtests identified students performing at or below grade level according to state proficiency tests. Measures used to determine concurrent and predictive validity included the following: curriculum-based assessment for writing, narrative language sample, expository language, Clinical Evaluation of Language Fundamentals 2 (CELF-P 2), Renfrew Bus Story, Measures of Academic Progress (MAP), and Wyoming Proficiency subtests for Wyoming Students (PAWS). Results: Results indicate that the NLM Listening and NLM Reading had moderate to strong correlations with all criterion measures for concurrent validity. Results also indicated the NLM Listening and NLM reading, separately and combined, accounted for meaningful variance in criterion measures used for predictive validity. Combined, the NLM Listening and Reading had fair to excellent sensitivity and specificity for criterion measures, with 77% sensitivity and 100% specificity for end-of-year state reading assessment performance. This study provides evidence that the NLM Listening and Reading can accurately measure and predict oral language and reading outcomes in students preschool through third grade, indicating it as a useful curriculum-measure as defined by Deno (2003). Future research should examine the extent to which the entire CUBED assessment, including the decoding and dynamic assessment subtests, have concurrent and predictive evidence of validity.

Degree

College and Department

David O. McKay School of Education; Communication Disorders

Rights

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