Literature synthesis on curriculum-based measurement in reading

Miya Miura Wayman, Teri Wallace, Hilda Ives Wiley, Renata Ticha, Christine A. Espin

Research output: Contribution to journalArticlepeer-review

213 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)85-120
Number of pages36
JournalJournal of Special Education
Volume41
Issue number2
DOIs
StatePublished - 2007

Bibliographical note

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