Work

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

Year: 2012

Type: article

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.

Source: Assessment for Effective Intervention

DOI: 10.1177/1534508412461434

Authors: Yaacov Petscher, Kelli Dawn Cummings, Gina Biancarosa, Hank Fien

Institutions: Florida State University, University of Oregon

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development

Award: Learning Disabilities Translational Science Collective: Building on the Florida LDRC