The Relationship of Curriculum-Based Measurement Oral Reading as an Indicator of Reading Achievement
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
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.
Recommended Citation
Moon, Hyunchang, "The Relationship of Curriculum-Based Measurement Oral Reading as an Indicator of Reading Achievement" (2016). Culminating Projects in Special Education. 27.
https://repository.stcloudstate.edu/sped_etds/27
