Presents an overview of curriculum-based measurement (CBM) and a discussion of the general lack of implementation by practitioners. Six case studies illustrate the transition of one teacher from a skeptical opponent of CBM to a strong advocate who incorporates CBM in her instructional program for low-skilled readers. (Author/CR)

This study, involving 40 students (grades 2-8) with learning disabilities, found that students who participated in curriculum-based measurement test-taking strategy training scored higher on a posttreatment computation test than students without the strategy training. Use of a goal strategy did not result in any achievement differences.…

Twenty-five general and 37 special education teachers were compared in their planning and adaptation for students with learning disabilities. Results indicated that special education teachers who used curriculum-based measurement (CBM) adapted students' programs more frequently and relied on more objective databases than did non-CBM special…

This study evaluated 4 types of assessment with 74 fourth-grade students with and without learning disabilities (LD) in general education classrooms. Students with and without LD performed more strongly on the hands-on tasks than the paper-and-pencil measures; the facilitative effect of hands-on assessment was greater for students with LD and…

A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement…

The performance of reading-disabled, math-disabled, slow-learning, under-achieving, and normal-achieving children (total n=143) was compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance testing conditions. Ability group classifications changed under dynamic testing conditions. The study demonstrated the…

A study involving 335 normally achieving children and 88 children with learning disabilities or mild mental retardation attending prekindergarten or kindergarten found that three of ten tasks of a cognitive screening test provided the best classification: semantic information/visual, semantic information/verbal, and rhyming tasks (prekindergarten)…

Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…

A survey of 859 school psychologists who indicated prior experience conducting bilingual psychoeducational assessment identified 36 factors used to comply with provisions in the Individuals with Disabilities Education Act relating to assessing bilingual or limited-English-proficient students. Seventeen additional factors that were overlooked and…

This study compared a variety of outcome measures for eighth-grade students with special needs integrated into regular social studies classes. Students with special needs performed similarly to regular education peers on multiple-choice facts tests, multiple-choice problem-solving tests, and short problem-solving essays, but performed…