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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ632155
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0033-3085
Another Look at the "C" in CBM: Does It Really Matter if Curriculum-based Measurement Reading Probes Are Curriculum-based?
Powell-Smith, Kelly A.; Bradley-Klug, Kathy L.
Psychology in the Schools, v38 n4 p299-312 Jul 2001
Investigates differences between two types of reading probe material to monitor students' oral reading fluency over time. Reading sources were the curriculum in which the child was being instructed at school, and a set of generic (curriculum-independent) passages. Results indicated that students read significantly more words correct in the generic reading passages than in the curriculum-based passages. (Contains 36 references and 3 tables.) (GCP)
Descriptors: Curriculum Based Assessment, Evaluation Methods, Oral Reading, Primary Education, Reading Ability, Reading Research
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A