Investigating the Usage of Reading Curriculum-Based Measurement (CBM-R) to Formatively Assess the Basic Reading Skills of Students with Intellectual Disability

Autor/inn/en	Snyder, Sara M.; Ayres, Kevin
Titel	Investigating the Usage of Reading Curriculum-Based Measurement (CBM-R) to Formatively Assess the Basic Reading Skills of Students with Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 55 (2020) 1, S.60-74 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Intellectual Disability; Reading Skills; Curriculum Based Assessment; Formative Evaluation; Progress Monitoring; Students with Disabilities; Evaluation Methods + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Reading skill; Lesefertigkeit; Student; Students; Schüler; Schülerin; Studentin
Abstract	Curriculum-based measurement in reading (CBM-R) was developed in the 1980s and has been established as a valid means to measure students' progress towards acquiring reading skills in response to instruction (Ball & Christ, 2012). Efficiency of administration and cost-effectiveness add to the appeal of CBM-R. As a result, CBM-R is a popular progress monitoring tool used with students without disabilities and students with high incidence disabilities. Research on effective reading instruction for students with intellectual disability (ID) is increasing; however, research on measures for assessing student response to reading instruction remains limited. This article explores how CBM-R has been used as a progress monitoring tool to formatively assess the basic and integrated reading skills of students with ID. This review specifically examines how CBM-R has been administered to students with ID, including type of CBM-R used, presentation format, student response modality, and use of additional prompting and/or performance feedback. Eleven articles were identified for inclusion. Recommendations for future research are discussed. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01