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ERIC Number: EJ1117810
Record Type: Journal
Publication Date: 2016-Nov
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
An Evaluation of the Linearity of Curriculum-Based Measurement of Oral Reading (CBM-R) Progress Monitoring Data: Idiographic Considerations
Van Norman, Ethan R.; Parker, David C.
Learning Disabilities Research & Practice, v31 n4 p199-207 Nov 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 (n = 800) students receiving intensive interventions experienced discontinuous growth. We also explored when discontinuous growth tended to occur, and whether students improved or regressed afterward. Results indicate linear patterns were adequate for most students (80 percent). Students who showed discontinuous growth early tended to improve afterward. Conversely, students who showed discontinuous growth later tended to plateau. Findings suggest multilevel models may obscure variability in growth patterns. Practice and research implications are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A