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Shawn M. Datchuk; Murphy K. Young; Abigail A. Allen; Leah M. Zimmermann – Intervention in School and Clinic, 2025
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…
Descriptors: Students with Disabilities, Learning Disabilities, Writing Skills, Writing (Composition)
Erica C. Fry; Jessica R. Toste; Beth R. Feuer; Christine A. Espin – Journal of Learning Disabilities, 2024
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…
Descriptors: Evidence Based Practice, Decision Making, Curriculum Based Assessment, Learning Disabilities
Hall, Garret J.; Kaplan, David; Albers, Craig A. – Learning Disabilities Research & Practice, 2022
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%…
Descriptors: Learning Disabilities, Students with Disabilities, Elementary School Students, Mathematics Skills
Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Stecker, Pamela M. – Journal of Learning Disabilities, 2021
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…
Descriptors: Curriculum Based Assessment, Data Use, Individual Instruction, Special Needs Students
Hunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J. – Learning Disability Quarterly, 2023
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…
Descriptors: Learning Disabilities, Inclusion, Interdisciplinary Approach, Decision Making
Jungjohann, Jana; Schurig, Michael; Gebhardt, Markus – Journal of Research in Reading, 2023
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…
Descriptors: Reading Comprehension, Secondary School Students, Student Evaluation, Scores
de León, Sara C.; Jiménez, Juan E.; García, Eduardo; Gutiérrez, Nuria; Gil, Verónica – Learning Disability Quarterly, 2021
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…
Descriptors: Mathematics Skills, Curriculum Based Assessment, Grade 1, Elementary School Students
Furey, Jenlyn; Loftus-Rattan, Susan M. – Intervention in School and Clinic, 2022
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…
Descriptors: Students with Disabilities, Progress Monitoring, Individualized Education Programs, Learning Disabilities
Sterett H. Mercer; Joanna E. Cannon – Grantee Submission, 2022
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…
Descriptors: Elementary School Students, Secondary School Students, Learning Problems, Learning Disabilities
Cummings, Kelli D.; Smolkowski, Keith; Baker, Doris Luft – Learning Disability Quarterly, 2021
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…
Descriptors: Emergent Literacy, Reading Difficulties, Learning Disabilities, Screening Tests
Hoefnagel, Laura; Espin, Christine A.; Rippe, Ralph – International Journal for Research in Learning Disabilities, 2021
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…
Descriptors: Curriculum Based Assessment, Language Tests, Second Language Learning, Screening Tests