NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1058439
Record Type: Journal
Publication Date: 2015-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1534-5084
Do Curriculum-Based Measures Predict Performance on Word-Problem-Solving Measures?
Sisco-Taylor, Dennis; Fung, Wenson; Swanson, H. Lee
Assessment for Effective Intervention, v40 n3 p131-142 Jun 2015
This study examined whether curriculum-based measures (CBMs) of math word-problem contributed unique variance in predictions of performance on high-stakes tests, beyond the contribution of calculation and reading skills. CBMs were administered to a representative sample of 142 third-grade students at three time points. Results indicate that problem-solving CBMs uniquely predicted a problem-solving composite measure and the "California Standardized and Reporting" test, and were able to discriminate students at risk and not at risk for math difficulties. Implications for practice are discussed.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
IES Funded: Yes
Grant or Contract Numbers: R324A090002