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ERIC Number: EJ831591
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1534-5084
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.)
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: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A