Advanced (Measurement) Applications of Curriculum-Based Measurement in Reading

Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services
Yaacov PetscherHank Fien

Abstract

The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: 1) the reliability of R-CBM oral reading fluency, 2) issues pertaining to form effects, 3) the generalizability of scores from R-CBM, 4) measurement error, and 5) linearity of growth in R-CBM. We then conclude with a presentation of the purpose for this issue and broadly introduce the articles in the special issue. Because oral reading fluency is one of the most common measures of R-CBM, much of the review is focused on this particular type of assessment; however, the issues presented extend to other assessments of R-CBM.

References

Dec 7, 2005·Journal of Learning Disabilities·Deborah L Speece, Kristen D Ritchey
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Dec 17, 2008·Journal of School Psychology·David J FrancisBarbara R Foorman
Dec 17, 2008·Journal of School Psychology·Alysia D RoehrigJoseph K Torgesen
Mar 31, 2009·Journal of School Psychology·Elizabeth Coyne CroweYaacov Petscher
Feb 18, 2010·Journal of School Psychology·Jessica A R Logan, Yaacov Petscher
Jan 11, 2011·Journal of School Psychology·Yaacov Petscher, Young-Suk Kim
Jun 4, 2011·Scientific Studies of Reading : the Official Journal of the Society for the Scientific Study of Reading·Carolyn A DentonDavid J Francis
Mar 6, 2012·Journal of School Psychology·Anthony D Albano, Michael C Rodriguez
Jan 1, 2009·Journal of Educational Psychology·Stephanie Al OtaibaCarol Connor
Mar 1, 2008·Learning and Individual Differences·Edward S ShapiroYaacov Petscher

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