Using curriculum-based measurement to establish growth standards for students with learning disabilities

School Psychology Review

Volumn 30, Issue 4, 2001, Pages 507-524

  Deno, Stanley L ^a   Fuchs, Lynn S ^b   Marston, Douglas ^b   Shin, Jongho ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035565169     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (44)

1. Carnine, D., & Granzin, A. (2001). Setting learning expectations for students with disabilities. School Psychology Review, 30, 466-472.
2. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
3. Deno, S. L., & Fuchs, L. S. (1987). Developing curriculum-based measurement systems for data-based special education problem solving. Focus on Exceptional Children, 19(8), 1-16.
4. Deno, S. L., Marston, D., Rogers, D., & Fuchs, L. S. (1997). Effects of problem-solving model on teacher planning and student achievement for low achievers with and without mild disabilities. Unpublished manuscript available from S. L. Deno, University of Minnesota, Burton Hall, 178 Pillsbury Dr. SE, Minneapolis, MN.
5. Deno, S. L., Mirkin, P., & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49, 36-45.
6. Foegen, A., Howe, K., Tilly, D., & Gibbons, K. (February, 2000). Issues in the use of general outcome measures in regular school-wide assessment. Paper presented at the Pacific Coast Research Conference, La Jolla, CA.
7. Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1994). The measurement of change: Assessing behavior over time and within a developmental context. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 29-58). Baltimore: Brookes.
8. Fuchs, D., Fuchs, L. S., Mathes, P., & Simmons. D. (1997). Peer-assisted learning strategies: Making classrooms more responsible to student diversity. American Educational Research Journal, 34, 174-206.
9. Fuchs, L. S. (1988). Effects of computer-managed instruction on teachers' implementation of systematic monitoring programs and student achievement Journal of Educational Research, 81, 294-304.
10. Fuchs, L. S., & Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-501.
11. Fuchs, L. S., & Deno, S. L. (1992). Effects of curriculum within curriculum-based measurement Exceptional Children, 58, 232-243.
12. Fuchs, L. S., & Deno, S. L. (1994). Must instructionally useful performance assessment be based in the curriculum? Exceptional Children, 61, 15-24.
13. Fuchs, L. S., Deno, S. L., & Fuchs, D. (1982). Reliability and validity of curriculum-based informal reading inventories. Reading Research Quarterly, 18, 16-26.
14. Fuchs, L. S., Deno, S. L., & Marston, D. (1983). Improving the reliability of curriculum-based measures of academic skills for psychoeducational decision-making. Diagnostique, 8, 135-149.
15. Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of frequent curriculum-based measurement and evaluation on student achievement, pedagogy, and student awareness of learning. American Educational Research Journal, 21, 449-460.
16. Fuchs, L. S., & Fuchs, D. (1992). Identifying a measure for monitoring student reading progress. School Psychology Review, 21, 45-58.
17. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989a). Effects of alternative goal structures within curriculum-based measurement. Exceptional Children, 55, 429-438.
18. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989b). Effects of instructional use of curriculum-based measurement to enhance instructional programs. Remedial and Special Education 10(2), 43-52.
19. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989c). Monitoring reading growth using student recalls: Effects of two teacher feedback systems. Journal of Educational Research, 83, 103-111.
20. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Allinder, R. (1991). The contribution of skills analysis to curriculum-based measurement in spelling. Exceptional Children, 57, 443-452.
21. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436-450.
22. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Hasselbring, T. (1987). Using computers with curriculum-based progress monitoring: Effects on teacher effectiveness and satisfaction. Journal of Special Education Technology, 8(4), 14-27.
23. Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617-641.
24. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.
25. Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20-29.
26. Fuchs, L. S., Hamlett, C. L., Fuchs, D., Stecker, P. M., & Ferguson, C. (1988). Conducting curriculum-based measurement with computerized data collection: Effects on efficiency and teacher satisfaction. Journal of Special Education Technology, 9(2), 73-86.
27. Fuchs, L. S., Tindal, G., & Deno, S. L. (1984). Methodological issues in curriculum-based reading assessment. Diagnostique, 9, 191-207.
28. Good, R. H., Deno, S. L., & Fuchs, L. S. (1995, February). Modeling academic growth for students with and without disabilities. Paper presented at the third annual Pacific Coast Research Conference, Laguna Beach, CA.
29. Good, R. H., & Shinn, M. R. (1990). Forecasting accuracy of slope estimates for reading curriculum-based measurement: Empirical evidence. Behavioral Assessment, 12, 179-194.
30. Kim, D. (1993). Trends of reading growth for students with severe reading difficulties: A four-year longitudinal study. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
31. Marston, D. (1989). Curriculum-based measurement: What is it and why do it? In M. R. Shinn (Ed.), Curriculumbased measurement: Assessing special children (pp. 18-78). New York: Guilford.
32. Marston, D., & Deno, S. L. (1981). The reliability of simple direct measures of written expression (Tech. Rep. No. 50). Minneapolis, MN: University of Minnesota, Institute for Research on Learning Disabilities.
33. Marston, D., Fuchs, L. S., & Deno, S. L. (1985). Measuring pupil progress: A comparison of standardized achievement tests and curriculum-related measures. Diagnostique, 77, 71-90.
34. Marston, D,. & Magnusson, D. (1988). Curriculumbased measurement: District level implementation. In J. Graden, J. Zins, & M. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 137-172). Washington, DC: National Association of School Psychologists.
35. Sayer, A. G. (1994, March). Modeling differential growth in achievement for healthy and ill children with covariance structure analysis. Paper presented at Peabody College, Vanderbilt University, Nashville, TN.
36. Shin, J., Deno, S. L., & Espin, C. A. (2000) Technical adequacy of the maze task for curriculum-based measurement of reading growth. Journal of Special Education, 34, 164-172.
37. Shin, J., Deno, S. L., McConnell, S. R., & Espin, C.A. (2000). Reading-growth estimates for students in general education and students with learning disabilities using curriculum-based measurement. Manuscript submitted for publication.
38. Shinn, M. R., Good, R. H., Knutson, N., Tilly, W. D., & Collins, V. L. (1992). Curriculum-based measurement reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459-479.
39. Shinn, M. R., Tindal, G., Spira, D., & Marston, D. (1987). Practice of learning disabilities as social policy. Learning Disabilities Quarterly, 10, 17-28.
40. Simmons, D., Fuchs, L., Fuchs, D., Mathes, P., & Pate, J. (1995). Effects of explicit teacher and peer-mediated instruction on the reading achievement of learning disabled and low-performing students. Elementary School Journal, 95, 387-407.
41. Skiba, R., Deno, S. L., Marston, D. E., & Casey, A. (1989). Influence of trend estimation and subject familiarity on practitioners' judgments of intervention effectiveness. The Journal of Special Education, 22(4), 433-446.
42. Wesson, C., Fuchs, L. S., Tindal, G., Mirkin, P. K., & Deno, S. L. (1986). Facilitating the efficiency of ongoing curriculum-based measurement. Teacher Education and Special Education, 9, 166-172.
43. Willett, J. B., Ayoub, C. C., & Robinson, D. (1991). Using growth modeling to examine systematic differences in growth: An example of change in the functioning of families at risk of maladaptive parenting, child abuse, or neglect. Journal of Consulting and Clinical Psychology, 59, 38-47.
44. Wright, P. W. (1994). Shannon Carter: The untold story. In Proceedings of the 15th National Institute on Legal Issues of Education Students with Disabilities. Horsham, PA: LRP Publications.