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Direct linkHall, 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
Van Norman, Ethan R.; Parker, David C. – Learning Disabilities Research & Practice, 2016
Educators use curriculum-based measurement of oral reading (CBM-R) to measure student response to instruction. Current decision-making frameworks assume students demonstrate linear growth across a school year. However, growth appears nonlinear for at least a subgroup of students. We assessed the degree to which grade two (n = 800) and grade three…
Descriptors: Curriculum Based Assessment, Oral Reading, Progress Monitoring, Grade 2
Jenkins, Joseph; Terjeson, Kari J. – Learning Disabilities Research & Practice, 2011
This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading-curriculum-based measurements (CBM). Participants were 31 high-incidence special education students in grades 2-6 selected from 8 schools. Following baseline…
Descriptors: Disabilities, Goal Orientation, Evaluation Methods, Incidence
