School-Based Evidence for the Validity of Curriculum-Based Measurement of Reading and Writing

By Saima Fewster, P. Macmillan. 2002

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Evaluation of the Relationship Between Literacy and Mathematics Skills As Assessed By Curriculum-Based Measures (2009, background): “Reading has been defined as the decoding and comprehension of written text (Fewster & MacMillan, 2002).”
Technical Features of Curriculum-Based Measurement in Writing (2007, background): “Fewster and MacMillan (2002) investigated whether middle school students’ written expression performance was predictive of high school performance. District writing CBM data were collected from participants’ sixth- or seventh-grade records. Participants were then divided into four groups based on th”
Creating a Progress–Monitoring System in Reading for Middle–School Students: Tracking Progress toward Meeting High–Stakes Standards (2010, background): “…the studies that have been conducted in reading at the secondary-school level have focused on reading as it relates to learning in the content areas (e.g., Espin & Deno, 1993a, 1993b; Espin & Deno, 1994–1995; Fewster & MacMillan, 2002) rather than on the development of general reading proﬁciency.”
Literature Synthesis on Curriculum-Based Measurement in Reading (2007, background): “…to the secondary-school level initially focused on the use of reading measures to predict content-area performance, rather than to predict general reading performance (e.g., Espin & Deno, 1993a, 1993b; Espin & Deno, 1995; Fewster & MacMillan, 2002; Yovanoff, Duesbery, Alonzo, & Tindal, 2005).”