Content area
Abstract
The ClassMaps Survey 2007 is an evidence-based measure that assesses six aspects of classrooms that promote student success. Multiple measure development studies have provided evidence to suggest that the CMS 2007 is a reliable and valid measure of classroom climate. However, the readability of the survey has not yet been investigated.
This dissertation examined the readability of the CMS 2007 by observing whether or not elementary students could read and understand the words included on the CMS 2007 and whether or not differences in reading and understanding existed between Upper and Lower Elementary students. Participants included 107 second- through fifth-grade students who attended after-school summer programming in four Community Learning Centers (CLCs) in a mid-western town. Data collected included records of the students’ success in reading aloud each word on the CMS 2007 Word List and in verbally defining selected words from the list. Frequency data were used to describe the degree to which students could read and verbally define the words on the CMS 2007 Word List and group comparisons were used to describe differences between Upper and Lower Elementary students. Results showed that Upper Elementary students were able to read words on the CMS 2007; however, Lower Elementary struggled to read some tough words on the CMS 2007. Both Upper and Lower Elementary students struggled to verbally define some tough words on the CMS 2007. Significant differences existed between Upper Elementary and Lower Elementary students, such that Upper Elementary students correctly read aloud and verbally defined more words than Lower Elementary students. Future research and implications for practice are discussed.
