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Direct linkEspin, Christine A.; Wayman, Miya Miura; Deno, Stanley L.; McMaster, Kristen L.; de Rooij, Mark – Learning Disabilities Research & Practice, 2017
In this special issue, we explore the decision-making aspect of "data-based decision-making". The articles in the issue address a wide range of research questions, designs, methods, and analyses, but all focus on data-based decision-making for students with learning difficulties. In this first article, we introduce the topic of…
Descriptors: Data Analysis, Decision Making, Curriculum Based Assessment, Graphs
McMaster, Kristen L.; Shin, Jaehyun; Espin, Christine A.; Jung, Pyung-Gang; Wayman, Miya Miura; Deno, Stanley L. – Reading and Writing: An Interdisciplinary Journal, 2017
The purpose of this study was to examine slopes from curriculum-based measures of writing (CBM-W) as indicators of growth in writing. Responses to story prompts administered for 5 min to 89 students in Grades 2-5 were collected across 12 weeks and scored for correct word sequences (CWS) and correct minus incorrect sequences (CIWS). Linear mixed…
Descriptors: Elementary School Students, Gender Differences, Decision Making, Curriculum Based Assessment
Pierce, Rebecca L.; McMaster, Kristen L.; Deno, Stanley L. – Learning Disabilities Research & Practice, 2010
The purpose of this study was to examine how different scoring procedures affect interpretation of maze curriculum-based measurements. Fall and spring data were collected from 199 students receiving supplemental reading instruction. Maze probes were scored first by counting all correct maze choices, followed by four scoring variations designed to…
Descriptors: Guessing (Tests), Validity, Scoring, Correlation
McMaster, Kristen L.; Du, Xiaoqing; Yeo, Seungsoo; Deno, Stanley L.; Parker, David; Ellis, Troy – Exceptional Children, 2011
This study examined technical features of slopes produced from curriculum-based measures (CBM) of beginning writing. Eighty-five first-graders completed weekly sentence copy, picture-word, and story prompts for 12 weeks. After 12 weeks, testing revealed alternate-form reliability and criterion validity of CBM scores generally similar to those…
Descriptors: Beginning Writing, Curriculum Based Assessment, Validity, Reliability
Reschly, Amy L.; Busch, Todd W.; Betts, Joseph; Deno, Stanley L.; Long, Jeffrey D. – Journal of School Psychology, 2009
This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1-6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Achievement, Standardized Tests
Deno, Stanley L.; Reschly, Amy L.; Lembke, Erica S.; Magnusson, Deanne; Callender, Stacy A.; Windram, Holly; Stachel, Nancy – Psychology in the Schools, 2009
This article describes the development of a process for universal screening and progress monitoring in reading at the elementary level that can be used in a school-wide Response to Intervention (RtI) model. University personnel worked with teachers and administration at an urban elementary school to develop and implement the model in response to a…
Descriptors: Curriculum Based Assessment, Oral Reading, Scoring, Educational Change
Jiban, Cynthia L.; Deno, Stanley L. – Assessment for Effective Intervention, 2007
This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a traditional basic facts measure and a new "cloze" math facts measure, designed to require deeper…
Descriptors: Curriculum Based Assessment, State Standards, Predictive Validity, Mathematics Tests
