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Direct linkArdoin, Scott P.; Williams, Jessica C.; Christ, Theodore J.; Klubnik, Cynthia; Wellborn, Claire – School Psychology Review, 2010
Beyond reliability and validity, measures used to model student growth must consist of multiple probes that are equivalent in level of difficulty to establish consistent measurement conditions across time. Although existing evidence supports the reliability of curriculum-based measurement in reading (CBMR), few studies have empirically evaluated…
Descriptors: Readability, Curriculum Based Assessment, Oral Reading, Reading Rate
Yeo, Seungsoo; Fearrington, Jamie; Christ, Theodore J. – School Psychology Quarterly, 2011
This study investigated slope bias on student background variables for both Curriculum Based Measurement of Oral Reading (CBM-R) and Curriculum Based Measurement Maze Reading (Maze). Benchmark scores from 1,738 students in Grades 3 through 8 were used to examine potential slope bias in CBM-R and Maze. Latent growth modeling was used to both…
Descriptors: Curriculum Based Assessment, Oral Reading, Special Education, Investigations
Christ, Theodore J.; Zopluoglu, Cengiz; Long, Jeffery D.; Monaghen, Barbara D. – Exceptional Children, 2012
Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student progress. This study examined the quality of growth estimates derived from CBM-R progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for multiple levels of…
Descriptors: Curriculum Based Assessment, Oral Reading, Data Collection, Outcomes of Education
