TITLE

Curriculum-Based Measurement for Reading Progress

AUTHOR(S)
Scott, Victoria Groves; Weishaar, Mary Konya
PUB. DATE
January 2003
SOURCE
Intervention in School & Clinic;Jan2003, Vol. 38 Issue 3, p153
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This article contains a set of detailed steps that will assist middle and high school special education teachers in the con,ruction and implementation of curriculum-based measurement (CBM) to track reading progress. CBM involves teachers, students, and parents in progress monitoring. The steps include information on how to construct and organize a CBM, how to administer and score a CBM, how to use the information for instructional changes, and how to use the data collected from a CBM to inform parents about their child's progress.
ACCESSION #
8651864

 

Related Articles

  • Effects of Alternative Goal Structures Within Curriculum-Based Measurement. Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L. // Exceptional Children;Feb1989, Vol. 55 Issue 5, p429 

    This study assessed the effects of alternative goal structures within curriculum-based measurement (CBM) in the area of math. Subjects were 30 special education teachers, assigned randomly to a dynamic goal CBM, static goal CBM, or control group for 15 weeks. Each teacher selected two mildly or...

  • Preparing students with special needs for reintegration: Curriculum-based measurement's impact on transenvironmental programming. Mathes, Patricia G.; Fuchs, Douglas; Roberts, P. Holley; Fuchs, Lynn S. // Journal of Learning Disabilities;Nov/Dec1998, Vol. 31 Issue 6, p615 

    Examines whether adding curriculum-based measurement (CBM) to transenvironmental programming (TP) process would affect the amount and type of preparation teachers supplied to students who were selected from resource rooms to general education for reading instruction. Original intent of special...

  • Curriculum-based measurement of English reading with bilingual Hispanic students: A validation... Baker, Scott K.; Good, Roland // School Psychology Review;1995, Vol. 24 Issue 4, p561 

    Investigates the reliability, validity and sensitivity of curriculum-based measurement (CBM) reading in English with bilingual Hispanic students. Administration of CBM English reading measures to second-grade bilingual students and students who spoke English only; Evaluation of evidence for the...

  • School-Based Evidence for the Validity of Curriculum-Based Measurement of Reading and Writing. Fewster, Saima; Macmillan, Peter D. // Remedial & Special Education;May/Jun2002, Vol. 23 Issue 3, p149 

    Research has shown curriculum-based measurement (CBM) to be valid and reliable for a number of assessment purposes. This study provides school-based evidence of CBM validity for screening and placement purposes. CBM oral reading fluency and written expression scores for 465 students in Grades 6...

  • Within-year oral reading fluency with CBM: a comparison of models. Nese, Joseph; Biancarosa, Gina; Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald // Reading & Writing;Apr2012, Vol. 25 Issue 4, p887 

    This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3-5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading...

  • Curriculum-Based Measurement of Oral Reading: Standard Errors Associated With Progress Monitoring Outcomes From DIBELS, AIMSweb, and an Experimental Passage Set. Ardoin, Scott P.; Christ, Theodore J. // School Psychology Review;2009, Vol. 38 Issue 2, p266 

    There are relatively few studies that evaluate the quality of progress monitoring estimates derived from curriculum-based measurement of reading. Those studies that are published provide initial evidence for relatively large magnitudes of standard error relative to the expected magnitude of...

  • Curriculum-Based Measurement of Reading: Is 6 Weeks of Daily Progress Monitoring Enough? Thornblad, Shannon C.; Christ, Theodore J. // School Psychology Review;2014, Vol. 43 Issue 1, p19 

    Curriculum-based measurement of reading (CBM-R) is used in research and practice to estimate the level and trend of student achievement. Although there is limited empirical or psychometric support to guide CBM-R progress monitoring practices, derived trend estimates are used to inform a variety...

  • Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings. Ardoin, Scott P.; Christ, Theodore J. // School Psychology Review;2008, Vol. 37 Issue 1, p109 

    Schools are increasingly using curriculum-based measurement reading procedures to conduct universal screenings as a means of identifying students whose level and rate of growth are discrepant from peers. Despite abundant evidence supporting the reliability and validity of curriculum-based...

  • EFFECT OF ACQUISITION RATES ON OFF-TASK BEHAVIOR WITH CHILDREN IDENTIFIED AS HAVING LEARNING DISABILITIES. Burns, Matthew K.; Dean, Vincent J. // Learning Disability Quarterly;Fall2005, Vol. 28 Issue 4, p273 

    Research has consistently demonstrated the importance of providing an appropriate level of challenge, called the instructional level, within curricular material. Although the instructional level is a generally well-defined and researched construct, much less data exist on the acquisition rate...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sign out of this library

Other Topics