Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework

Kristen L. McMaster, David Parker, Pyung Gang Jung

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

The purpose of this paper is to describe how Curriculum-Based Measurement (CBM) for beginning writers might be used within a Response to Intervention (RTI) framework. First, we describe CBM, and review research on CBM for beginning writers. Next, we discuss how CBM for beginning writers might fit within RTI, including use for universal screening and progress monitoring to identify students in need of more intensive, individualized intervention. We highlight areas needing further research, and end with a case example to illustrate how educators might use CBM within RTI to address the needs of struggling beginning writers.

Original languageEnglish (US)
Pages (from-to)190-216
Number of pages27
JournalReading Psychology
Volume33
Issue number1-2
DOIs
StatePublished - Jan 1 2012

    Fingerprint

Cite this