Literature Synthesis on Curriculum-Based Measurement in Reading
Abstract
In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise the possibility of the development of a seamless and flexible system of progress monitoring that can be used to monitor students' progress across students, settings, and purposes.
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Cites
Construct validity in psychological tests.
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Self-citationMonitoring Reading Growth: Goal Setting, Measurement Frequency, and Methods of Evaluation
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- Authors
- Miura Wayman, M., Wallace, T., Wiley, H. I., Tichá, R., & Espin, C. A.
- Affiliations
- University of Minnesota,
- University of Minnesota (US)
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 2007-08
- Volume
- 41
- Issue
- 2
- Pages
- 85-120
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- OpenAlex
- W2139869341
- Cited by
- 428
- References
- 8
- Citations by year
- 2026: 9 · 2025: 6 · 2024: 6 · 2023: 12 · 2022: 13 · 2021: 17 · 2020: 62 · 2019: 19 · 2018: 15 · 2017: 21 · 2016: 22 · 2015: 34 · 2014: 34 · 2013: 35 · 2012: 35
- FWCI
- 28.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Special Education (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
- curriculum-based measurement, reading assessment, progress monitoring, reading achievement, special education
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