Existing approaches to measuring writing performance are insufficient in terms of both technical adequacy as well as feasibility for use as a screening measure. This study examined the validity and diagnostic accuracy of several approaches to automated text evaluation as well as written expression curriculum-based measurement (WE-CBM) to determine…

Despite increasing pressure for children to learn to write at younger ages, there are many unanswered questions about composition skills in early elementary school. The goal of this research was to examine the dimensionality of composition skills in kindergarten children, thereby adding to current knowledge about the measurement of young…

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…

Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty in accurately identifying students' miscues. To identify and tabulate scorers' mismarkings, this study employed examiners and raters who scored 15,051 words from 108 passage…

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…

Fluency and rate-based assessments, such as curriculum-based measurement, are frequently used to screen and evaluate student progress. The application of such measures are especially prevalent within special education and response to intervention models of prevention and early intervention. Although there is an extensive research and professional…

This study explores the possibility of adapting specific progress-monitoring tools developed in the US for use in English-medium private schools in Bangalore. In the US, many teachers adopt progress-monitoring tools like the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Curriculum Based Measurement (easyCBM) to keep track of their…

The primary objective of this special issue is to synthesize results from recent reading fluency research endeavors, and to link these findings to practical uses of reading curriculum-based measurement (R-CBM) tools. Taken together, the manuscripts presented in this issue discuss measurement work related to new metrics of indexing student reading…

The purpose of this study was to examine the validity and reliability of Curriculum-Based Measures in writing for English learners. Participants were 36 high school English learners with moderate to high levels of English language proficiency. Predictor variables were type of writing prompt (picture, narrative, and expository), time (3, 5, and 7…

We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…

This study examined the type of growth model that best fit within-year growth in oral reading fluency and between-student differences in growth. Participants were 2,465 students in grades 3-5. Hierarchical linear modeling (HLM) analyses modeled curriculum-based measurement (CBM) oral reading fluency benchmark measures in fall, winter, and spring…

The focus of this article is recent CBM work that incorporates diagnostic reading assessment. The goal is to help general and special educators tailor more effective reading instruction for developing readers. The development process for this CBM diagnostic reading assessment is described; the resulting assessment is presented; and preliminary…

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this…