Developments in Curriculum-Based Measurement

Journal of Special Education

Volumn 37, Issue 3, 2003, Pages 184-192

  Deno, Stanley L ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0242370082     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/00224669030370030801     Document Type: Article

References (47)

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
2. Baker, S. K., & Good, R. H. (1995). Curriculum-based measurement of English reading with bilingual Hispanic students: A validation study with second-grade students. School Psychology Review, 24, 561-578.
3. Baker, S. K., Plasencia-Peinado, J., & Lezcano-Lytle, V. (1998). The use of curriculum-based measurement with language-minority students. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 175-213). New York: Guilford Press.
4. Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
5. Deno, S. L. (1989). Curriculum-based measurement and alternative special education services: A fundamental and direct relationship. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 1-17). New York: Guilford Press.
6. Deno, S. L. (1997). "Whether" thou goest: Perspectives on progress monitoring. In E. Kameenui, J. Lloyd, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 77- 99). Mahwah, NJ: Erlbaum.
7. Deno, S. L., & Fuchs, L. S. (1987). Developing curriculum-based measurement systems for databased special education problem solving. Focus on Exceptional Children, 79(8), 1-16.
8. Deno, S. L., Fuchs, L. S., Marston, D. B., & Shin, J. (2001). Using curriculum-based measurement to establish growth standards for students with learning disabilities. School Psychology Review, 30, 507-524.
9. Deno S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
10. Deno, S. L., Reschly-Anderson, A., Lembke, E., Zorka, H., & Callender, S. (2002). A model for school wide Implementation: A case example. Paper presented at the annual meeting of the National Association of School Psychology, Chicago, IL.
11. Espin C. A., Scierka, B. J., Skare, S. S., & Halvorson, N. (1999). Criterion-related validity of curriculum-based measures in writing for secondary students. Reading and Writing Quarterly, 15, 5-28.
12. Espin, C. A., & Tindal, G. (1998). Curriculum-based measurement for secondary students. In M. R. Shinn. (Ed.), Advanced applications of curriculum-based measurement (pp. 214-253). New York: Guilford Press.
13. Fuchs, D., Roberts, P. H., Fuchs, L. S., & Bowers, J. (1996). Reintegrating students with learning disabilities into the mainstream: A two-year study. Learning Disabilities Research & Practice, 11, 214-229.
14. Fuchs, L. S., & Deno, S. L. (1994). Must instructionally useful performance assessment be based in the curriculum? Exceptional Children, 61, 15-24.
15. Fuchs, L. S., Deno, S., & Mirkin, P. (1984). Effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449-460.
16. Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice, 13, 204-219.
17. Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students' academic proficiency to instructional planning. Journal of Special Education Technology. 12, 49-62.
18. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Bentz, J. (1994). Class wide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518-537.
19. 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.
20. Fuchs, L. S., Fuchs, D., Hosp, M., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239-256.
21. Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9, 20-28.
22. Good, R., & Jefferson, G. (1998). Contemporary perspectives on curriculum-based measurement validity. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp 61-88). New York: Guilford Press.
23. Good, R. H. III, Simmons, D. C., & Kameenui, E. J. (2001). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes. Scientific Studies of Reading, 5, 257-288.
24. Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C. A., & Deno, S. L. (2002). Reading fluency: Criterion validity and sources of individual difference. Unpublished manuscript.
25. Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing early literacy skills. School Psychology Review, 25, 215-227.
26. Laberge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
27. Lovitt, T. C. (1976). Applied behavior analysis techniques and curriculum research: Implications for instruction. In N. G. Haring & R. L. Schiefelbush(Eds.), Teaching special children (pp. 112-156). New York: McGraw-Hill.
28. Marston, D. B. (1989). Curriculum-based measurement: What it is and why do it? In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18-78). New York: Guilford Press.
29. Marston, D. B., & Magnusson, D. (1988). Curriculum-based assessment: 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.
30. Marston, D. B., Mirkin, P. K., & Deno, S. L. (1984). Curriculum-based measurement: An alternative to traditional screening, referral, and identification. The Journal of Special Education, 18, 109-117.
31. Minneapolis Public Schools. (2001). Report of the external review committee on the Minneapolis Problem Solving Model.
32. Muyskens, P., & Marston, D. B. (2002). Predicting success on the Minnesota Basic Skills Test in reading using CBM. Unpublished manuscript, Minneapolis Public Schools.
33. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institutes of Health.
34. Powell-Smith, K. A., & Stewart, L. H. (1998). The use of curriculum-based measurement on the reintegration of students with mild disabilities. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 254-307). New York: Guilford Press.
35. President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Retrieved from http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/index.html
36. Reschly, D. (1988). Special education reform: School psychology revolution. School Psychology Review, 17, 459-475.
37. Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
38. Shinn, M. (1995). Best practices in curriculum-based measurement and its use in a problem-solving model. In J. Grimes & A. Thomas (Eds.), Best practices in school psychology (Vol. 3, pp. 547-568). Silver Spring, MD: National Association of School Psychologists.
39. Shinn, M. R. (Ed.). (1998), Advanced applications of curriculum-based measurement. New York: Guilford Press.
40. Shinn, M. (2002). Best practices in using curriculum-based measurement in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (Vol. 4, pp. 671-697). Silver Spring, MD: National Association of School Psychologists.
41. Shinn, M. R., Habedank, L., & Good, R. H. (1993). The effects of classroom reading performance data on general education teachers' and parents' attitudes about reintegration. Exceptionality, 4, 205-228.
42. Shinn, M. R., Tindal, G., & Spira, D. (1987). Special education referrals as an index of teacher tolerance: Are teachers imperfect tests? Exceptional Children, 54, 34-40.
43. Tilly, W. D., & Grimes, J. (1998). Curriculum-based measurement: One vehicle for systematic educational reform. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 32-88). New York: Guilford Press.
44. Tilly, W. D., Reschly, D. J., & Grimes, J. (1999). Disability determination in problem-solving systems: Conceptual foundations and critical components. In D. J. Reschly, W. D. Tilly, & J. Grimes (Eds.), Special education in transition: Functional assessment and noncategorical programming (pp. 221-254). Longmont, CO: Sopris West.
45. Wesson, C., Deno, S. L., & King, R. (1984). Direct and frequent measurement of student performance: If it's good for us, why don't we do it? Learning Disability Quarterly, 7, 45-48.
46. Yeh, C. (1992). The use of passage reading measures to assess reading proficiency of Chinese elementary school students. Unpublished doctoral dissertation, University of Minnesota.
47. Yell, M., Deno, S. L., & Marston, D. E. (1992). Barriers to implementing curriculum-based measurement. Diagnostique, 18, 99-105.