Curriculum-Based Measurement of Reading: Recent advances

Alison Madelaine, Kevin Wheldall*

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

12 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)57-82
Number of pages26
JournalInternational Journal of Disability, Development and Education
Issue number1
Publication statusPublished - Mar 2004


Dive into the research topics of 'Curriculum-Based Measurement of Reading: Recent advances'. Together they form a unique fingerprint.

Cite this