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A Measure of SuccessThe Influence of Curriculum-Based Measurement on Education$
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A Measure of Success: The Influence of Curriculum-Based Measurement on Education

Christine A. Espin, Kristen L. McMaster, Susan Rose, and Miya Miura Wayman

Print publication date: 2012

Print ISBN-13: 9780816679706

Published to Minnesota Scholarship Online: August 2015

DOI: 10.5749/minnesota/9780816679706.001.0001

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PRINTED FROM MINNESOTA SCHOLARSHIP ONLINE (www.minnesota.universitypressscholarship.com). (c) Copyright University of Minnesota Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MNSO for personal use.date: 05 July 2022

How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders

How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders

Chapter:
(p.101) 8 How Curriculum-Based Measures Help Us Detect Word Recognition Problems in First Graders
Source:
A Measure of Success
Author(s):

Éric Dion

Isabelle Dubé

Catherine Roux

Danika Landry

Laurence Bergeron

Publisher:
University of Minnesota Press
DOI:10.5749/minnesota/9780816679706.003.0009

This chapter reviews studies that have extended the use of Curriculum-Based Measurement (CBM) to monitor first graders’ progress in reading. These studies show that by frequently assessing at-risk first graders, rates of progress can be estimated in a reliable and valid manner. Accordingly, it appears feasible to determine which at-risk students are not making sufficient progress and to offer them help with minimal delay. Progress monitoring with lists of words is the approach with the strongest empirical support, but important issues remain unresolved. It is notably crucial to determine the extent to which first graders’ scores are influenced by word selection and to develop guidelines for word selection.

Keywords:   Curriculum-Based Measurement, CBM, reading, first graders, student progress, progress monitoring, word selection

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