This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed…

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1-3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with…

This study compared the reliability and validity of student scores from paper--pencil and e-based assessments using the "maze" and "silent reading fluency" (SRF) tasks. Forty students who were deaf and hard of hearing and reading between the second and fifth grade reading levels and their teachers (n = 21) participated. For…

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…

We examined the classification accuracy of Curriculum-Based Measurement in writing (CBM-W) Picture Word prompts scored for words written (WW), words spelled correctly (WSC), and correct word sequences (CWS). First graders (n = 133) were administered CBM-W prompts and the Test of Written Language-Third Edition (TOWL-3; Hammill & Larsen, 1996).…

Teachers must be proficient at using data to evaluate the effects of instructional strategies and interventions, and must be able to make, describe, justify, and validate their data-based instructional decisions to parents, students, and educational colleagues. An important related skill is the ability to accurately read and interpret…

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in…

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…

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the…

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the…

Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development…

Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development…

We examined effects of research-based early writing intervention delivered within a data-based instruction (DBI) framework for children with intensive needs. We randomly assigned 46 students with and without disabilities in Grades 1 to 3 within classrooms to either treatment or control. Treatment students received research-based early writing…

The purpose of this paper is to describe how Curriculum-Based Measurement (CBM) for beginning writers might be used within a Response to Intervention (RTI) framework. First, we describe CBM, and review research on CBM for beginning writers. Next, we discuss how CBM for beginning writers might fit within RTI, including use for universal screening…

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…