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Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Exceptional Children, 2004
This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency. At-risk children (n = 151) were assessed (a) on criterion reading measures in the fall and spring of first grade and (b) on the 2 CBM measures each week for 7 weeks and twice weekly for an…
Descriptors: Grade 1, Early Reading, Identification, Curriculum Based Assessment
