ERIC Number: EJ831591
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Validating Curriculum-Based Measurement for Students with Emotional and Behavioral Disorders in Middle School
Fore, Cecil, III; Boon, Richard T.; Burke, Mack D.; Martin, Christopher
Assessment for Effective Intervention, v34 n2 p67-73 2009
The purpose of this study was to investigate the concurrent validity of curriculum-based measurement (CBM) for students with emotional and behavioral disorders (EBD) in middle school using the Maze (MAZE); Oral Reading Fluency (ORF); and the "Woodcock-Johnson, Third Edition" (WJ-III), Passage Comprehension (WJ-PC) and Reading Fluency (WJ-RF) subtests. Fifty-five students in grades sixth through eighth with emotional and behavioral disorders participated in this study. Results indicated a strong correlation between the MAZE and the WJ-PC, while moderate correlations were found between the CBM Oral Reading Fluency and the Woodcock-Johnson subtests (passage comprehension and reading fluency). Limitations of the study, implications for practice, and future research are discussed. (Contains 2 tables.)
Descriptors: Curriculum Based Assessment, Reading Fluency, Behavior Disorders, Emotional Disturbances, Emotional Problems, Middle School Students, Correlation, Reading Comprehension, Oral Reading, Test Validity, Predictive Validity, Replication (Evaluation)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A