Curriculum-Based Measurement for Reading, Spelling, and Math: How to Do it and Why

By Michelle K. Hosp, John L. Hosp. 2003

67 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f475ee3c0e4436831c5299bd62a72fad584c6ebf

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. Angela Snyder
2. K. Sutherland
3. B. Cavanaugh
4. Terrance M. Scott
5. Brandi Simonsen
6. J. Wehby
7. Regina G. Hirn
8. M. Conroy

In Education

1. Angela Snyder
2. K. Sutherland
3. B. Cavanaugh
4. Brandi Simonsen

Citations in the corpus

• Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, methodology): “Once the appropriate reading level was identified for each student, CBMs were collected weekly on each participant using procedures described by Shinn (1989) in Hosp and Hosp (2003).”
• Using Progress-Monitoring Data to Improve Instructional Decision Making (2008, unknown): “CBM as a research-validated form of progress monitoring appears to be becoming more popular as an assessment practice, even in general education, and information is being shared in a format that is easy to understand for practitioners, during both preservice and inservice teacher education (e.g., Fo”