The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores

By J. Jewell, Christine K. Malecki. 2005

139 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1a45e3689c882b676bae1de7854eb860ad4361cc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. D. L. Coker
2. Kristen L. McMaster
3. A. Vanderheyden
4. S. Deno
5. Kristen D. Ritchey
6. David S. Parker
7. T. Ellis
8. Seungsoo Yeo

In Education

1. D. L. Coker
2. S. Deno
3. Kristen D. Ritchey
4. A. Vanderheyden
5. Kristen L. McMaster
6. Kristin A. Gansle
7. C. Espin
8. David S. Parker

In Language and Linguistics

1. D. L. Coker
2. Kristen D. Ritchey
3. Shawn Kent
4. Jeanne Wanzek

Citations in the corpus

• Technical Features of Curriculum-Based Measurement in Writing (2007, background): “There is also evidence that, at least at the higher grades, more complex scoring procedures, such as CIWS, are more technically sound (e.g., Espin et al., 2000; Jewell & Malecki, 2005).”
• The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “…HW, SP, RDG, OL (continued) Study n Grade/age level Ability level of sample Component skill Jenkins, Johnson, and Hileman (2004) 60 4th Full range RDG, OL Jewell and Malecki (2005) 87 2nd Full range SP 59 4th Full range SP 57 6th Full range SP Johnson, Jenkins, and Jewell (2005) 95 4th Full…”
• Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope (2011, background): “Reliability and criterionrelated validity have been reported to be relatively weak for beginning writers using these measures (Deno, Marston et al. 1982; Jewell & Malecki, 2005; Parker, Tindal, & Hasbrouck, 1991).”
• Curriculum-Based Measurement of Writing in Kindergarten and First Grade: An Investigation of Production and Qualitative Scores (2010, methodology): “These types of scoring procedures (number of words written, correctly spelled words, and correct word sequences) are common for CBM writing but depend on the number of words a student writes (Jewell & Malecki, 2005).”
• The Technical Adequacy of Curriculum-Based and Rating-Based Measures of Written Expression for Elementary School Students (2006, background): “Please see Jewell and Malecki (2005) and Marston (1989) for detailed reviews of this literature.”