A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures

Journal of School Psychology

Volumn 47, Issue 2, 2009, Pages 121-142

  Graney, Suzanne B ^a   Missall, Kristen N ^b   Martínez, Rebecca S ^c   Bergstrom, Melissa ^d  

^a ROCHESTER INSTITUTE OF TECHNOLOGY   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

^c INDIANA UNIVERSITY   (United States)

^d SOUTHERN ILLINOIS UNIVERSITY   (United States)

Author keywords

Curriculum based measurement; Mathematics; Maze comprehension; Oral reading fluency; Reading

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CURRICULUM; EDUCATION; HUMAN; MATHEMATICS; READING;

ADOLESCENT; CHILD; CURRICULUM; EDUCATIONAL MEASUREMENT; HUMANS; MATHEMATICS; READING;

EID: 60649087510     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2008.12.001     Document Type: Article

References (52)

1. Ardoin S.P., and Christ T.J. Evaluating curriculum based measurement slope estimate using data from tri-annual universal screenings. School Psychology Review 37 (2008) 109-125
2. Ardoin S.P., Witt J.C., Suldo S.M., Connell J.E., Koenig J.L., Resetar J.L., Slider N.J., and Williams K.L. Examining the incremental benefits of administering a MAZE and three versus one curriculum-based measurement reading probes when conducting universal screening. School Psychology Review 33 (2004) 218-233
3. Brown-Chidsey R., Davis L., and Maya C. Sources of variance in curriculum-based measures of silent reading. Psychology in the Schools 40 (2003) 363-377
4. Calhoon M.B., and Fuchs L.S. The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education 24 (2003) 235-245
5. Christ T.J., and Vining O. Curriculum-based measurement procedures to develop multiple-skill mathematics computation probes: Evaluation of random and stratified stimulus-set arrangements. School Psychology Review 35 (2006) 387-400
6. Codding R.S., Skowron J., and Pace G.M. Back to basics: Training teachers to interpret curriculum-based measurement data and create observable and measurable objectives. Behavioral Interventions 20 (2005) 165-176
7. Deno S.L. Curriculum-based measurement: The emerging alternative. Exceptional Children 52 (1985) 219-232
8. Deno S.L. Whether thou goest... Perspectives on progress monitoring. In: Lloyd J.W., Kame'enui E.J., and Chard D. (Eds). Issues in educating students with disabilities (1997), Erlbaum, Mahwah, NJ 77-99
9. Deno S.L. Developments in curriculum-based measurement. Journal of Special Education 37 (2003) 184-192
10. Deno S.L., Fuchs L.S., Marston D., and Shin J. Using curriculum-based measurements to establish growth standards for students with learning disabilities. School Psychology Review 30 (2001) 507-525
11. Deno S.L., Mirkin P.K., and Chiang B. Identifying valid measures of reading. Exceptional Children 49 (1982) 36-45
12. Edformation. AimsWeb (2008), Author, Eden Prairie, MN
13. Espin C.A., Deno S.L., Maruyama G., and Cohen C. The Basic Academic Skills Samples: An instrument for screening and identifying children at risk for failure in the regular education classroom. Paper presented at the American Educational Research Association Meeting, San Francisco, CA (1989, April)
14. Espin C.A., and Foegen A. Validity of three general outcome measures for predicting secondary students' performance on content-area tasks. Exceptional Children 62 (1996) 497-514
15. Espin C., and Wallace T. Research Institute for Progress Monitoring (2004), University of Minnesota, Minneapolis, MN
16. Fiala C.L., and Sheridan S.M. Parent involvement and reading: Using curriculum-based measurement to assess the effects of paired reading. Psychology in the Schools 40 (2003) 613-626
17. Field A. Discovering statistics using SPSS (2005), Sage, London
18. Foegen A., Jiban C., and Deno S. Progress monitoring measures in mathematics. Journal of Special Education 41 (2007) 121-139
19. Fry E. A readability formula that saves time. Journal of Reading 11 (1968) 265-271
20. Fuchs L.S. The past, present, and future of Curriculum-Based Measurement. School Psychology Review 33 (2004) 188-192
21. Fuchs L.S., and Deno S.L. Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children 57 (1991) 488-500
22. Fuchs L.S., Fuchs D., and Bishop N. Teacher planning for students with learning disabilities: Differences between general and special educators. Learning Disabilities Research and Practice 7 (1992) 120-128
23. Fuchs L.S., Fuchs D., and Compton D.L. Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children 71 (2004) 7-21
24. Fuchs L.S., Fuchs D., Hamlett C.L., Waltz L., and Germann G. Formative evaluation of academic progress: How much growth can we expect?. School Psychology Review 22 (1993) 27-48
25. Fuchs L.S., Fuchs D., Hosp M.K., and Jenkins J. Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading 5 (2001) 239-256
26. Good R., and Jefferson G. Contemporary perspectives on curriculum-based measurement validity. In: Shinn M.R. (Ed). Advanced applications of curriculum-based measurement (1998), Guilford Press, New York 61-88
27. Good III R.H., and Kaminski R.A. DIBELS: Dynamic Indicators of Basic Early Literacy Skills. 6th ed. (2003), Sopris West, Longmont, CO
28. Good III R.H., Simmons D.C., and Kame'enui E.J. 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 (2001) 257-288
29. Hasbrouck J.E., and Tindal G. Oral reading fluency norms: A valuable assessment tool for reading teachers. Reading Teacher 59 (2006) 636-644
30. Hosp M.K., Hosp J.L., and Howell K.W. The ABCs of CBM: A practical guide to curriculum-based measurement (2007), Guilford, New York
31. Houghton Mifflin Company. Boston, MA (2003)
32. Howe K.B., and Shinn M.M. Standard Reading Assessment Passages (RAPs) for use in general outcome measurement: A manual describing development and technical features (2002), Edformation, Inc, Eden Prairie, MN
33. Howe K.B., and Shinn M.M. Standard reading assessment passages (RAPs) for use in general outcome measurement: A manual describing development and technical features (2002). http://www.aimsweb.com Retrieved October, 2005, from www.aimsweb.com
34. Howell D.C. Statistical methods for psychology. 5th. ed. (2002), Duxberry Press, Belmont, CA
35. Jenkins J.R., and Jewell M. Examining the validity of two measures for formative teaching: Reading aloud and Maze. Exceptional Children 59 (1993) 421-432
36. Marston D. Curriculum-based measurement: What is it and why do it?. In: Shinn M.R. (Ed). Curriculum-based measurement: Assessing special children (1989), Guilford, New York 18-78
37. Martínez R.S., and Nellis L. A School-Wide Approach for Promoting Academic Wellness for All Students. In: Doll B., and Cummings J. (Eds). Transforming school mental health services (2008), Corwin Press, Thousand Oaks, California 143-164
38. National Association of State Directors of Special Education. Response to Intervention: Policy considerations and implementation (2005), Author, Alexandria, VA
39. Powell-Smith K.A., Shinn M.R., Stoner G., and Good III R.H. Parent tutoring in reading using literature and curriculum materials: Impact on student reading achievement. School Psychology Review 29 (2000) 5-27
40. Saxon Math. Saxon Publishers. Austin, TX (2004)
41. Shin J., Deno S.L., and Espin C. Technical adequacy of the Maze task for curriculum-based measurement of reading growth. Journal of Special Education 34 (2000) 164-173
42. In: Shinn M.R. (Ed). Curriculum-based measurement: Assessing special children. (1989), Guilford, New York
43. In: Shinn M.R. (Ed). Advanced applications of curriculum-based measurement. (1998), Guilford Press, New York
44. Shinn M.R. Administration and Scoring of Mathematics Computation Curriculum-Based Measurement (M-CBM) and Math Fact Probes for Use with AIMSweb (2004). http://www.aimsweb.com Retrieved August 23, 2005, from www.aimsweb.com
45. Shinn M.R., Shinn M.M., and Hamilton C. Using curriculum-based measurement in general education classrooms to promote reading success. In: Shinn M.R., Walker H.M., and Stoner G. (Eds). Interventions for academic and behavior problems II: Preventive and remedial approaches (2002), National Association of School Psychologists, Bethesda, MD 113-142
46. SRA Corrective Reading. The McGraw-Hill Companies. Columbus, OH (1999)
47. Stage S.A. Program evaluation using hierarchical linear modeling with curriculum-based measurement reading probes. School Psychology Quarterly 16 (2001) 91-112
48. Stenner A.J., Smith M., and Burdick D.S. Toward a theory of construct definition. Journal of Educational Measurement 20 (1983) 2-12
49. Thurber R.S., Shinn M.R., and Smolkowski K. What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review 31 (2002) 498-513
50. Tindall G., Marston D., and Deno S.L. The reliability of direct and repeated measurement (Research Rep. No. 109) (1983), University of Minnesota Institute for Research on Learning Disabilities, Minneapolis
51. U.S. Department of Education. Individuals with Disabilities Education Improvement Act of 2004 (IDEA) (2004). http://idea.ed.gov/download/statute.html Retrieved July 3, 2007, from http://idea.ed.gov/download/statute.html
52. VanDerHeyden A.M., Witt J.C., and Naquin G. The reliability and validity of curriculum-based measurement readiness probes for kindergarten students. School Psychology Review 30 (2001) 363-382