A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures

被引：27

作者：

Graney, Suzanne B. ^{[3
]}

Missall, Kristen N. ^{[2
]}

Martinez, Rebecca S. ^{[1
]}

Bergstrom, Melissa ^{[4
]}

机构：

[1] Indiana Univ, Bloomington, IN 47405 USA

[2] Univ Kentucky, Lexington, KY 40506 USA

[3] Rochester Inst Technol, Henrietta, NY USA

[4] So Illinois Univ, Carbondale, IL 62901 USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2009年 / 47卷 / 02期

关键词：

Curriculum-based measurement; Maze comprehension; Oral reading fluency; Reading; Mathematics; SECONDARY STUDENTS; VALIDITY; PROGRESS; PROBES; PERFORMANCE; FLUENCY; MAZE;

D O I：

10.1016/j.jsp.2008.12.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined patterns of growth across benchmark assessments for curriculum-based measures (CBM) over 2 academic years, with the twofold purpose of replicating earlier findings of growth patterns on R-CBM and conducting a preliminary investigation of growth patterns on M-CBM and CBM-Maze. The sample included 898 cases from 3rd through 5th grade over 2 academic years from one elementary school in the rural Midwest. All students participated in tri-annual benchmark assessments in which they were administered R-CBM, CBM-Maze, and MCBM. Repeated measures analysis of variance was used to examine patterns of growth for all three measures. Students demonstrated greater R-CBM weekly growth during winter-to-spring than fall-to-winter across grade levels. Patterns for CBM-Maze and M-CBM were somewhat inconsistent across school years and grade levels. Results are discussed in terms of contextual variables that may impact within-year growth patterns and technical characteristics of CBM slopes. Published by Elsevier Ltd. on behalf of Society for the Study of School Psychology.

引用

页码：121 / 142

页数：22

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