Many students with learning disabilities (LD) struggle to develop text-writing fluency: the skill of accurately and efficiently composing multiple words into sentences and passages understandable to readers. In prior studies, researchers have used instructional assessments to control for task difficulty and identify precise areas of text-writing…

Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One…

Bayesian latent change score modeling (LCSM) was used to compare models of triannual (fall, winter, spring) change on elementary math computation and concepts/applications curriculum-based measures. Data were collected from elementary students in Grades 2-5, approximately 700 to 850 students in each grade (47%-54% female; 78%-79% White, 10%-11%…

The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers' instructional decision-making within curriculum-based measure-data-based individualization (CBM-DBI) in ways that enhance the learning outcomes of students with intensive…

There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…

Background: Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are…

The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM…

Academic progress monitoring is essential when implementing Individualized Education Programs for students with learning disabilities and more generally in a multi-tiered system of supports framework. Although students' progress is monitored frequently in schools today, these students often are not actively involved in this practice. Research has…

We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2-12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the…

Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…

Students with and without learning disabilities often struggle to learn a foreign language (FL). Teachers could benefit from a measure designed to screen and identify students at risk for FL learning difficulties. In this study, we examined the reliability and validity of scores from four curriculum-based measures (CBM) as potential indicators of…