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ERIC Number: EJ964499
Record Type: Journal
Publication Date: 2012-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1534-5084
Relation between CBM-R and CBM-mR Slopes: An Application of Latent Growth Modeling
Yeo, Seungsoo; Fearrington, Jamie Y.; Christ, Theodore J.
Assessment for Effective Intervention, v37 n3 p147-158 Jun 2012
Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from "Curriculum-Based Measurement of Oral Reading" (CBM-R) and "Maze Reading" (CBM-mR). Participants were 1,528 students from Grades 3 to 8. CBM-R and CBM-mR were administered in fall, winter, and spring. Results indicate that CBM-R growth estimates are not correlated with CBM-mR growth estimates as derived with bivariate latent growth modeling (BLGM). In addition, results indicate that CBM growth estimates do not contribute to predictions of student performance on statewide assessments. Implications for practice and future research are discussed. (Contains 6 tables and 2 figures.)
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: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED544679; ED544678