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Full-Text Articles in Education
The Benefits Of Using Phoneme Segmentation & Oral Reading Fluency Cbm On 1st Grade, Jessica Pavlenko
The Benefits Of Using Phoneme Segmentation & Oral Reading Fluency Cbm On 1st Grade, Jessica Pavlenko
Master's Theses & Capstone Projects
This action research was driven by the researcher's interest in using curriculum-based measurement as an assessment tool and the effects they can have on student growth throughout the school year. The researcher utilized the STAR CBM phoneme segmentation tool quarterly, beginning in the first quarter, as well as the STAR CBM oral reading fluency passages quarterly, beginning in the second quarter. The research was conducted to analyze the effectiveness of using CBM, specifically phoneme segmentation and oral reading fluency, as a progress monitoring tool with 1st Grade students. The researcher is a first grade teacher in her eighth year of …
Coding Protocol: A Meta-Analysis Of Early Numeracy Curriculum-Based Measurement, Gena Nelson
Coding Protocol: A Meta-Analysis Of Early Numeracy Curriculum-Based Measurement, Gena Nelson
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 21 studies that met inclusion criteria for a meta-analysis. The focus of the meta-analysis was to determine the average correlations between four common early numeracy curriculum-based measure measurement (CBM) tools (i.e., oral counting, quantity discrimination, missing number, and numeral identification) and mathematics achievement criterion measures. We also identified moderating factors of the relationship between CBM and the criterion measures. Studies were included if they focused on at least one of the four common early numeracy CBM, and included correlations for students in …
Coding Protocol: A Meta-Analysis Of Mcomp And Mcap Curriculum-Based Measurement, Gena Nelson, Robin Codding
Coding Protocol: A Meta-Analysis Of Mcomp And Mcap Curriculum-Based Measurement, Gena Nelson, Robin Codding
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 26 studies that met inclusion criteria for a meta-analysis. The focus of the meta-analysis was to determine the average correlations between MCOMP and MCAP curriculum-based measurement (CBM) and mathematics achievement criterion measures, as well as to determine the moderating factors of this relationship. Studies focused on grades 2 through 8 MCOMP, MCAP, and mathematics achievement. We coded 26 studies published between 2005 and 2021, including 15 peer-reviewed journal articles and 11 doctoral dissertations. Across studies, we coded variables such as basic study …
Curriculum-Based Measures In Mathematics: An Updated Review Of The Literature, Gena Nelson, Allyson J. Kiss
Curriculum-Based Measures In Mathematics: An Updated Review Of The Literature, Gena Nelson, Allyson J. Kiss
Early and Special Education Faculty Publications and Presentations
The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et …
Scoring Measures Of Word Dictation Curriculum-Based Measurement In Writing: Effects Of Incremental Administration, Apryl L. Poch, Abigail A. Allen, Erica S. Lembke
Scoring Measures Of Word Dictation Curriculum-Based Measurement In Writing: Effects Of Incremental Administration, Apryl L. Poch, Abigail A. Allen, Erica S. Lembke
Special Education and Communication Disorders Faculty Publications
Spelling has been identified as a key transcription skill that emerges during the elementary years as students learn how to write and subsequently develop fluency with writing, making the assessment of spelling a critical component of evaluation systems within schools. This includes the use of curriculum-based measures of writing (CBM-W). This study examined the extent to which word dictation CBM-W administered during the Fall, Winter, and Spring of an academic year maintained technical adequacy across 1-min time intervals in grades 1–3. Results revealed moderate predictive and concurrent validity estimates with the Spelling subtest of the Weschler Individual Achievement Test-III. Statistically …
Exploration Of New Complexity Metrics For Curriculum-Based Measures Of Writing, Kyle Wagner, Alex Smith, Abigail A. Allen, Kristen L. Mcmaster, Apryl L. Poch, Erica S. Lembke
Exploration Of New Complexity Metrics For Curriculum-Based Measures Of Writing, Kyle Wagner, Alex Smith, Abigail A. Allen, Kristen L. Mcmaster, Apryl L. Poch, Erica S. Lembke
Special Education and Communication Disorders Faculty Publications
Researchers and practitioners have questioned whether scoring procedures used with curriculum-based measures of writing (CBM-W) capture growth in complexity of writing. We analyzed data from six independent samples to examine two potential scoring metrics for picture word CBM-W (PW), a sentence-level CBM task. Correct word sequences per response (CWSR) and words written per response (WWR) were compared with the current standard metric of correct word sequences (CWS). Linear regression analyses indicated that CWSR predicted scores on standardized norm-referenced criterion measures in more samples than did WWR or CWS. Future studies should explore the capacity of CWSR and WWR to show …
Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin
Technical Adequacy And Acceptability Of Curriculum-Based Measurement And The Measures Of Academic Progress, Stacy-Ann A. January, Scott P. Ardoin
Department of Special Education and Communication Disorders: Faculty Publications
Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal …