Éric Dion, Isabelle Dubé, Catherine Roux, Danika Landry, and Laurence Bergeron
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816679706
- eISBN:
- 9781452947631
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816679706.003.0009
- Subject:
- Education, Educational Policy and Politics
This chapter reviews studies that have extended the use of Curriculum-Based Measurement (CBM) to monitor first graders’ progress in reading. These studies show that by frequently assessing at-risk ...
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This chapter reviews studies that have extended the use of Curriculum-Based Measurement (CBM) to monitor first graders’ progress in reading. These studies show that by frequently assessing at-risk first graders, rates of progress can be estimated in a reliable and valid manner. Accordingly, it appears feasible to determine which at-risk students are not making sufficient progress and to offer them help with minimal delay. Progress monitoring with lists of words is the approach with the strongest empirical support, but important issues remain unresolved. It is notably crucial to determine the extent to which first graders’ scores are influenced by word selection and to develop guidelines for word selection.Less
This chapter reviews studies that have extended the use of Curriculum-Based Measurement (CBM) to monitor first graders’ progress in reading. These studies show that by frequently assessing at-risk first graders, rates of progress can be estimated in a reliable and valid manner. Accordingly, it appears feasible to determine which at-risk students are not making sufficient progress and to offer them help with minimal delay. Progress monitoring with lists of words is the approach with the strongest empirical support, but important issues remain unresolved. It is notably crucial to determine the extent to which first graders’ scores are influenced by word selection and to develop guidelines for word selection.
