Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities

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Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “For example, Deno et al. (2001), in investigating expected rates of progress on CBM reading assessments with 638 elementary-age students, identified different rates of growth between students who were typically achieving and those identified with learning disabilities.”
An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring (2004, methodology): “, reductions in variability of performance over time) and provide support for the hypothesized differences in variability as a function of difficulty, as predicted based on the work of Fuchs et al. (1993), Deno et al.”
An Examination of the Effects of Repeated Readings with Secondary Students (2003, background): “Beginning readers in regular and special education are expected to gain two WPM-C each week, with the growth rate changing to one additional WPM-C per week for children Grades 2–6 (Deno et al., 2001).”
Literature Synthesis on Curriculum-Based Measurement in Reading (2007, background): “In the second part of the study, Deno et al. (2001) examined growth rates for students with learning disabilities who had received effective instructional treatments across five different studies.”