Date of Award

5-2016

Culminating Project Type

Starred Paper

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Janet Salk

Second Advisor

Mary Beth Noll

Third Advisor

Yun Claire Park

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

curriculum based measurement, CBM, reading fluency, progress monitoring, assessment, response to intervention

Abstract

Although educators have various ways of monitoring students’ achievement in reading, research has focused more attention on curriculum-based measurement of oral reading (CBM-R) as a scientifically based progress monitoring tool to assess students’ growth. The purpose of this starred paper was to re-examine how CBM-R correlated with scores from other standardized measures of reading achievement in various K-6 school settings and associated variables. A total of ten empirical studies from 2005 to 2015 that provided correlational evidences between CBM-R and other standardized measures of reading achievement were investigated. The research results indicated moderate to strong overall correlations between CBM-R and other standardized tests of reading measure. The research also indicated CBM-R to be effective in identifying at-risk students for reading difficulties and predicting student academic performance on other standardized reading tests. The findings of these empirical research implies that CMB-R should be considered as a powerful indicator of students’ overall reading growth, and the use of CBM is also expected to expand into other educational settings. It is also strongly recommended that CBM-R on student reading achievement and progress be implemented with instructional modifications by educators when making a quality decision are considered. Recommendations for future research, and implications for current practice are discussed.

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