The Effects of Curriculum on the Sensitivity of Curriculum-Based Measurement in Reading
Abstract
This study examined the effects of curriculum on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 24 third-grade students who were instructed primarily in a literature-based Scott, Foresman basal series, and 24 third-grade students who were instructed primarily in a more traditional basal series. CBM passage probes from each basal reading series were administered to all students twice weekly over a 9-week period. Each student's rate of progress in each reading series was indexed using an ordinary least squares regression to determine the slope of the data series. Results suggested that passage probes selected from the literature-based basal series were less sensitive to indexing growth over time than those from the traditional basal series.
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Hintze's work on reading measures is limited primarily to oral reading fluency.
“Hintze's work may be the most revealing, but it is limited primarily to oral reading fluency [82,208,209].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [208]
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Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004) · Exceptional Children · doi:10.1177/001440290407100101 · Cited by 225 · see citing works
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development
Christ, T. J., & Ardoin, S. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2008.09.004 · Cited by 110 · see citing works
Hintze, J. M., & Shapiro, E. S. (1997) · Journal of School Psychology · doi:10.1016/s0022-4405(97)00014-9 · Cited by 70 · see citing works
Self-citationHintze, J. M., Daly, E. J., & Shapiro, E. S. (1998) · School Psychology Review · doi:10.1080/02796015.1998.12085928 · Cited by 64 · see citing works
Self-citationCurriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
Ardoin, S. P. (2006) · Psychology in the Schools · doi:10.1002/pits.20181 · Cited by 41 · see citing works
- Authors
- Hintze, J. M., Shapiro, E. S., & Lutz, J. G.
- Affiliations
- Lehigh University (US)
- ORCID
- Lutz, J. Gary
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 1994-07
- Volume
- 28
- Issue
- 2
- Pages
- 188-202
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- OpenAlex
- W2156367017
- Cited by
- 44
- References
- 0
- Citations by year
- 2023: 1 · 2016: 1 · 2015: 1 · 2013: 2 · 2012: 1
- FWCI
- 3.38
- 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, test sensitivity, basal reading series, growth rate, third grade, reading instruction
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