TY - JOUR
T1 - Curriculum-Based Measurement of Reading
T2 - Recent advances
AU - Madelaine, Alison
AU - Wheldall, Kevin
PY - 2004/3
Y1 - 2004/3
N2 - A significant amount of literature has been published on curriculum-based measurement (CBM) in the last decade. Much of the conceptual work on CBM was done in the 1980s and early 1990s. This review concentrates on the large body of research published within the last 10 years on CBM of reading, including further research demonstrating its technical characteristics (particularly those of oral reading fluency), studies on the establishment of norms, more evidence for the effectiveness of CBM of reading for screening, referral and classification, issues related to implementation, and generalisation to other groups and settings.
AB - A significant amount of literature has been published on curriculum-based measurement (CBM) in the last decade. Much of the conceptual work on CBM was done in the 1980s and early 1990s. This review concentrates on the large body of research published within the last 10 years on CBM of reading, including further research demonstrating its technical characteristics (particularly those of oral reading fluency), studies on the establishment of norms, more evidence for the effectiveness of CBM of reading for screening, referral and classification, issues related to implementation, and generalisation to other groups and settings.
UR - http://www.scopus.com/inward/record.url?scp=1642327340&partnerID=8YFLogxK
U2 - 10.1080/1034912042000182201
DO - 10.1080/1034912042000182201
M3 - Review article
AN - SCOPUS:1642327340
SN - 1034-912X
VL - 51
SP - 57
EP - 82
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
IS - 1
ER -