Regardless of your specific research interests, this section will provide you with:
- Quantile and Lexile research agendas
- Quantile and Lexile technical research papers
- Citations for books written by the world’s most respected measurement and reading researchers
- Links to measurement and reading research Web sites
We invite you to learn more about MetaMetrics’ understanding of the theory of measurement. Our current research interests include:
- Quantiles (mathematics)
- Lexiles (reading)
- Reading fluency and accuracy
- Measurement error
- Growth-curve modeling
Related Research Citations
Reading and Reading Comprehension
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young Students: A Classroom Curriculum. Baltimore, MD: Paul H. Brookes.
Anderson, R. C. (1994). Role of reader's schema in comprehension, learning, and memory. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes in Reading (pp 469 - 482). Newark, DE: International Reading Association.
Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, DC: U.S. Department of Education.
Berninger, V. W. (1996). Reading and Writing Acquisition: A Developmental Neuropsychological Perspective. Oxford: Westview Press.
Blachman, B. A., Ball, E. W., Black, R., & Tangel, D. M. (2000). Road to the Code: A Phonological Awareness Program for Young Students. Baltimore, MD: Paul H. Brooks Publishing.
Brown, A. L., Palinscar, A. S., & Armbruster, B. B. (1994). Instructing comprehension-fostering activities in interactive learning situations. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes in Reading (pp 757 - 787). Newark, DE: International Reading Association.
Carver, R.P. (1974). Measuring the primary effect of reading: Reading storage technique, understanding judgments and cloze. Journal of Reading Behavior, 6, 249-274.
Cox, B. G. (1994). Young students' regulatory talk: Evidence of emerging metacognitive control over literary products and processes. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes in Reading (pp 733 - 757). Newark, DE: International Reading Association.
Deiner, P. L. (1999). Resources For Educating Students with Diverse Abilities: Birth Through Eight (Third edition). Fort Worth, TX: Harcourt Brace College Publishers.
Dechant, E. (1991). Understanding and Teaching Reading: An Interactive Model. Hillsdale, NJ: Lawrence Erlbaum Associates.
French, J. N., Ellsworth, N. J., & Amoruso, M. Z. (1995). Reading and Learning Disabilities: Research and Practice. New York: Garland Publishing, Inc.
Garner, R. (1994). Metacognition and executive control. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes in Reading (pp 715 - 732). Newark, DE: International Reading Association.
Hall, S. L. & Moats, L. C. (1999). Straight Talk about Reading: How Parents Can Make a Difference in the Early Years. Chicago: Contemporary Books.
Hoover, J. J., & Patton, J. R. (1997). Curriculum Adaptations for Students with Learning and Behavior Problems: Principles and Practices (Second edition). Austin, Texas: Pro-Ed.
Levine, M. (1999a). The Language Parts Catalog. Cambridge, MA: Educators Publishing Service.
Levine, M. D. (1994). Educational Care: A System for Understanding and Helping Students with learning problems at home and in school. Cambridge, MA: Educators Publishing Service.
Levine, M. D. (1999b). Developmental Variation and Learning Disorders. (Second edition). Cambridge, MA: Educators Publishing Service.
Lyon, G. R. (1999). Overview of reading and literacy initiatives. Their World: A Publication of the National Center for Learning Disabilities (pp 11-23). New York: National Center for Learning Disabilities.
Manzo, A. V., & Manzo, U. C. (1995). Teaching Students To Be Literate: A Reflective Approach. Fort Worth, TX: Harcourt Brace College Publishers.
Marzano, R. J., & Paynter, D. E. (1994). New Approaches to Literacy: Helping Students Develop Reading and Writing Skills. Washington, DC: American Psychological Association.
Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD.
Meltzer, L. J., Roditi, B. N., Haynes, D. P., Biddle, K. R., Paster, M., & Taber, S. E. (1996). Strategies For Success: Classroom Teaching Techniques for Students with Learning Problems. Austin, TX: Pro-Ed.
Mercer, C. D., & Mercer, A. R. (1998). Teaching Students with Learning Problems. (Fifth edition). Upper Saddle River, NJ: Merrill.
Moats, L. C. (2000). Speech to Print: Language Essentials for Teachers. Baltimore, MD: Paul H. Brooks.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1994). Becoming a strategic reader. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes in Reading (pp 788 - 810). Newark, DE: International Reading Association.
Pelligrini, A. D., & Bjorkland, D. F. (1997). The role of recess in student's cognitive performance. Educational Psychologist, 32(1), 35 - 40.
Pressley, M. (1998). Reading Instruction That Works: The Case for Balanced Teaching. New York: The Guilford Press.
Reichardt, P. (1992). Concept Building: Developing Meaning Through Narratives and Discussion. Eau Claire, Wisconsin: Thinking Publications.
Smith, F. (1973). Psycholinguistics and reading. New York: Holt Rinehart Winston.
Snow, C. E., Burns, S., & Griffen, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
Sorenson, S. (1991). Working with Special Students in English/Language Arts. Bloomington, Indiana: Education Information Press.
Squires, D.A., Huitt, W.G., & Segars, J.K. (1983). Effective schools and classrooms. Alexandria, VA: Association for Supervisor and Curricular Development.
Torgeson, J. K. (1998). Catch Them Before They Fail: Identification and Assessment to Prevent Reading Failure in Young Students. American Educator (pp 1-12).
Tests and Measurements
Anastasi, A. (1982). Psychological Testing (Fifth Edition). New York: MacMillan Publishing Company, Inc.
Andersen, E. B. (1980). Discrete statistical models with social science applications. Amsterdam: North-Holland.
Brennan, R.L. (1992). Elements of generalizability theory. Iowa City, IA: The American College Testing Program.
Campbell, D.T. & Fiske, D.W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
Haladyna, T.M. (1994). Developing and validating multiple-choice test items. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hambleton, R.K. & Swaminathan, H. (1985). Item response theory: Principles and applications. Boston: Kluwer-Nijhoff Publishing.
Hambleton, R.K., Swaminathan, H., & Rogers, H.J. (1991). Fundamentals of item response theory (Measurement methods for the social sciences, Volume 2). Newbury Park, CA: Sage Publications, Inc.
Sitter, R.R. (1992). Comparing three bootstrap methods for survey data. The Canadian Journal of Statistics, 20(2), 135-154.
Rasch Model
Andrich, D. A. (1988). Rasch models for measurement. Sage University Paper Series on Quantitative Applications in the Social Sciences). Beverly Hills, California: Sage Publications.
Bond, T., & Fox, C. (2001). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Engelhard, G., Jr., & Wilson, M. (1996). Objective measurement: Theory into practice, Vol. 3. Norwood, New Jersey: Ablex.
Fischer, G. H., & Molenaar, I. (1995). Rasch models: Foundations, recent developments, and applications. New York, New York: Springer-Verlag.
Leonard, H.S. (1962). The use and abuse of measurement as a facet of scientific research. Seattle: University of Washington Press.
Linacre, J. M. (1989). Many-facet Rasch measurement. Chicago, Illinois: MESA Press.
Linacre, J. M. (Ed.). (1995). Rasch Measurement Transactions, 1987-1992. (Vol. 1). Chicago, Illinois: MESA Press.
Linacre, J. M. (Ed.). (1996). Rasch Measurement Transactions, 1992-1995. (Vol. 2). Chicago, Illinois: MESA Press.
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests (Reprint, with Foreword and Afterword by B. D. Wright, Chicago: University of Chicago Press, 1980). Copenhagen, Denmark: Danmarks Paedogogiske Institut.
Rasch, G. (1961). On general laws and the meaning of measurement in psychology. In Proceedings of the fourth Berkeley symposium on mathematical statistics and probability (pp. 321-333). Berkeley, California: University of California Press.
Rasch, G. (1966). An individualistic approach to item analysis. In P. F. Lazarsfeld & N. W. Henry (Eds.), Readings in mathematical social science (pp. 89-108). Chicago, Illinois: Science Research Associates.
Rasch, G. (1966). An item analysis which takes individual differences into account. British Journal of Mathematical and Statistical Psychology, 19, 49-57.
Rasch, G. (1969, April 14-16). Models for description of the time-space distribution of traffic accidents. [Published as Report No. 9 by the Organisation for Economic Cooperation and Development]. In Session on Probability Models. Symposium on the Use of Statistical Methods in the Analysis of Road Accidents, Road Research Laboratory, Crowthorne, Berkshire, United Kingdom.
Rasch, G. (1977). On specific objectivity: An attempt at formalizing the request for generality and validity of scientific statements. Danish Yearbook of Philosophy, 14, 58-94.
Rasch, G. (1980). Probabilistic Models for Some Intelligence and Attachment Tests. Chicago: The University of Chicago Press (first published in 1960).
Smith, R. M. (1992). Applications of Rasch measurement. Chicago, Illinois: MESA Press.
Willmott, A., & Fowles, D. (1974). The objective interpretation of test performance: The Rasch model applied. Atlantic Highlands, New Jersey: NFER Publishing.
Wilson, M. (1992). Objective measurement: Theory into practice, Vol. 1. Norwood, New Jersey: Ablex.
Wilson, M. (1994). Objective measurement: Theory into practice, Vol. 2. Norwood, New Jersey: Ablex.
Wilson, M., & Engelhard, G. (2000). Objective measurement: Theory into practice, Vol. 5. Westport, Connecticut: Ablex Publishing.
Wilson, M., Engelhard, G., & Draney, K. (Eds.). (1997). Objective measurement: Theory into practice, Vol. 4. Norwood, New Jersey: Ablex.
Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago, Illinois: MESA Press.
Wright, B. D., & Stone, M. H. (1979). Best test design: Rasch measurement. Chicago, Illinois: MESA Press.
Wright, B.D. & Stone, M.H. (1979). Best Test Design. Chicago: MESA Press.
Readability
Bormuth, J.R. (1966). Readability: New approach. Reading Research Quarterly, 7, 79-132.
Carroll, J.B., Davies, P., & Richman, B. (1971). Word frequency book. Boston: Houghton Mifflin.
Chall, J.S. (1988). "The beginning years." In B.L. Zakaluk and S.J. Samuels (Eds.), Readability: Its past, present, and future. Newark, DE: International Reading Association.
Crain, S. & Shankweiler, D. (1988). "Syntactic complexity and reading acquisition." In A. Davidson and G.M. Green (Eds.), Linguistic complexity and text comprehension: Readability issues reconsidered. Hillsdale, NJ: Erlbaum Associates.
Crawford, W.J., King, C.E., Brophy, J.E., & Evertson, C.M. (1975, March). Error rates and question difficulty related to elementary children's learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
Davidson, A. & Kantor, R.N. (1982). On the failure of readability formulas to define readable text: A case study from adaptations. Reading Research Quarterly, 17, 187- 209.
Gunning, T. G. (1996). Creating Reading Instruction for All Students. (Second edition). Needham Heights, MA: Allyn & Bacon.
Klare, G.R. (1963). The measurement of readability. Ames, IA: lowa State University Press.
Liberman, I.Y., Mann, V.A., Shankweiler, D., & Westelman, M. (1982). Children's memory for recurring linguistic and non-linguistic material in relation to reading ability. Cortex, 18, 367-375.
Miller, G.A. & Gildea, P.M. (1987). How children learn words. Scientific American, 257, 94-99.
Shankweiler, D. & Crain, S. (1986). Language mechanisms and reading disorder: A modular approach. Cognition, 14, 139-168.
American Educational Research Association (AERA)
AERA is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results.
"Applying the Rasch Model"
For many researchers, the Rasch model provides a very practical solution to data analysis in the social sciences. Written by Drs. Trevor Bond and Christine Fox, this book contends that Rasch measurement is the model of choice because it is the closest to realizing the sort of objective fundamental measurement so long revered in the physical sciences.
Australian Council for Educational Research (ACER)
ACER is an independent, educational research organization that provides comprehensive services to the international education community. ACER's mission is to create and disseminate research-based knowledge and tools that can be used to improve learning by undertaking a wide range of research and development, and to provide services and materials in support of educational policy-making and improved professional practice.
Center for Research on Education, Diversity and Excellence (CREDE)
The CREDE mission is to assist the nation's diverse students at risk of educational failure to achieve academic excellence. The center's research and development focuses on critical issues in the education of linguistic and cultural minority students and those placed at risk by factors of race, poverty, and geographic location.
Center for Research on the Education of Students Placed at Risk (CRESPAR)
The mission of CRESPAR is to research, develop, evaluate, and disseminate school and community programs and practices capable of ensuring that each child, regardless of family circumstances or other factors, achieves his or her full potential.
Institute for Objective Measurement (IOM)
Founded in 1996 in North Carolina, IOM's mission is to bring understanding to measurement. The IOM sees itself as a "public" organization whose orientation and focus is outward to the world, as well as inward to the professional growth and support of its members--measurement professionals throughout the world.
International Reading Association (IRA)
The International Reading Association is a professional membership organization dedicated to promoting high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging a lifetime reading habit.
Journal of Applied Measurement (JAM)
JAM is a quarterly publication of scholarly work from all academic disciplines that relates to measurement theory and its application to developing variables.
Learn to Read
Learn to Read is a clearinghouse for the dissemination of reading research devoted to improving the quality of reading instruction through the study of the reading process and teaching techniques.
Measurement Excellence and Training Resource Information Center (METRIC)
Formerly the Measurement Excellence Initiative (MEI), METRIC is an important source of information on instruments for measuring variables of importance to health care research and practice, such as quality of life, chronic disease management, health status and quality of care. Resources on measurement theory, conferences, and consultant expertise are also available at the METRIC Web site.
National Center for Educational Statistics (NCES)
NCES is the primary federal entity for collecting and analyzing data that are related to education in the United States and other nations. Since 1969, it has conducted the National Assessment of Educational Progress, or the Nation's Report Card, of what America's students know and can do in various subject areas.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Funded by the U.S. Department of Education and the Office of Educational Research and Improvement, the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) conducts research on important topics related to K-12 educational testing.
National Council of Teachers of English (NCTE)
Since 1911, NCTE has worked to advance teaching, research and student achievement in English language arts at all scholastic levels. Keep up with the latest news about literacy education and English studies online; find research-based solutions quickly; get the latest news affecting your work, and use the “Write Your Legislator” section to speak out for your rights; stay abreast of service, leadership, job and grant opportunities in the English language arts; learn from longtime classroom veterans and experts in the field; download hands-on materials for parents, students and colleagues; gain privileged access to the best books for English language arts teachers.
No Child Left Behind (NCLB)
In January 2001, President George W. Bush announced No Child Left Behind, his framework for bipartisan education reform that he described as "the cornerstone of [his] Administration." The NCLB Act, which reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA), incorporates the President's proposed principles and strategies, including increased accountability for states, school districts and schools; greater choice for parents and students in low-performing schools; more flexibility for states and local educational agencies (LEAs) in the use of federal education dollars; and a stronger emphasis on reading, especially for our youngest children.
Regional Educational Laboratory (REL) Network
This network of 10 Regional Educational Laboratories serves geographic regions that span the United States, working to ensure that those involved in educational improvement at the local, state, and regional levels have access to the best available information from research and practice. The work of each Laboratory is shaped by the concerns, issues, opportunities, and special attributes of its region.
- Southwest Educational Development Laboratory
(TX, OK, LA, AR, NM) - Northeast and Islands Regional Educational Laboratory/The Lab at Brown University
(CT, ME, MA, NH, NY, RI, VT, PR, VI) - Laboratory for Student Success
(PA, NJ, DE, MD, Washington DC) - Appalachia Educational Laboratory
(WV, VA, KY, TN) - North Central Regional Educational Laboratory
(IL, IN, IA, MI, MN, OH, WI) - Mid-Continent Research for Education and Learning
(CO, KS, MO, NB, ND, SD, WY) - SERVE
(AL, FL, GA, MI, NC, SC) - WestEd
(AZ, CA, NV, UT) - Northwest Regional Educational Laboratory
(AK, ID, MT, OR, WA) - Pacific Resources for Education and Learning
(American Samoa, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Hawaii, Republic of the Marshall Islands and the Republic of Palau)
U.S. Department of Education
In 1980, the U.S. Department of Education was created by bringing together offices from several other departments. Its original directive remains its mission today — to ensure equal access to education and to promote educational excellence throughout the nation.
What Works Clearinghouse
The What Works Clearinghouse, established by the U.S. Department of Education’s Institute of Education Sciences, provides educators, policymakers and the public with a central, independent and trusted source of scientific evidence of what works in education. WWC is administered by the Department through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.
Winsteps
Winsteps is a software program that constructs Rasch measures from simple rectangular data sets, usually of people and items. Typical applications include educational tests, psychological assessments, attitude surveys, patient performance protocols and calibrating adaptive-test item banks.