Estimating Reading Growth Using Intermittent CBM Progress Monitoring

Jenkins, Joseph R.; Graff, J. Jason; Miglioretti, Diana L.

doi:10.1177/001440290907500202

Cited by 74Behavioral and Psychological StudiesReading and Literacy DevelopmentEducational Assessment and Improvement

Estimating Reading Growth Using Intermittent CBM Progress Monitoring

Jenkins, Joseph R., Graff, J. Jason, Miglioretti, Diana L.·2009·Exceptional Children

DOI 10.1177/001440290907500202

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Abstract

This study addressed three basic questions involving the amount of measurement needed to obtain valid estimates of reading growth. Participants were 41 students with learning disabilities from Grades 3 to 8, monitored across 10 weeks using curriculum-based measurement (CBM) of words read correctly (WRC). We compared growth slopes based on measurements taken weekly, every 2 weeks, every 3 weeks, every 4 weeks, and every 9 weeks to an estimate of “true slope.” Results showed that frequency of progress monitoring could be significantly reduced without detracting from the validity of growth estimates. However, validity was negatively affected by minimizing the number of WRC scores collected at each measurement occasion and by employing only one rather than four scores to estimate baseline.

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More growth occurs from the beginning of the year to the middle of the year than from the middle to the end of the year, with overall growth being moderate.
“More growth occurs from the beginning of the year to the middle of the year than from the middle to the end of the year, with overall growth being moderate [74] and more specifically from fall to spring than winter to spring [71].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [74]

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Thornblad, S. C., & Christ, T. J. (2014) · School Psychology Review · doi:10.1080/02796015.2014.12087451 · Cited by 34 · see citing works
Curriculum-based measurement of oral reading: A preliminary investigation of confidence interval overlap to detect reliable growth.
Norman, E. R. V. (2016) · School Psychology Quarterly · doi:10.1037/spq0000146 · Cited by 1 · see citing works
Monitoring Reading Growth: Goal Setting, Measurement Frequency, and Methods of Evaluation
Jenkins, J., & Terjeson, K. J. (2011) · Learning Disabilities Research & Practice · doi:10.1111/j.1540-5826.2010.00322.x · Cited by 43 · see citing works
Self-citation

Authors: Jenkins, J. R., Graff, J. J., & Miglioretti, D. L.
Affiliations: Group Health Cooperative (US)
Corresponding author: Jenkins, Joseph R.
ORCID: Miglioretti, Diana L.
Venue: Exceptional Children
Publisher: SAGE Publications
Published: 2009-01
Volume: 75
Issue: 2
Pages: 151-163
ISSN: 0014-4029 (ISSN-L)
2163-5560
DOI: 10.1177/001440290907500202
OpenAlex: W1958803984
Cited by: 74
References: 31
Citations by year: 2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 5 · 2021: 1 · 2020: 2 · 2019: 1 · 2018: 6 · 2017: 7 · 2016: 3 · 2015: 7 · 2014: 6 · 2013: 4 · 2012: 13
FWCI: 15.82
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Exceptional Children (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Keywords: reading growth, curriculum-based measurement, learning disabilities, measurement frequency, baseline estimation

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Estimating Reading Growth Using Intermittent CBM Progress Monitoring

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