The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change over Time and Potential Moderators of Change

Autor/inn/en	Costa, Lara-Jeane C.; Hooper, Stephen R.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson
Titel	The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change over Time and Potential Moderators of Change
Quelle	In: Exceptionality, 20 (2012) 4, S.199-217 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2012.724623
Schlagwörter	At Risk Students; Written Language; Curriculum Based Assessment; Writing Evaluation; Writing Skills; Writing Improvement; Grade 2; Elementary School Students; Spelling; Statistical Analysis; Goodness of Fit; Disabilities; Measurement; Intervention; Outcomes of Education + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Writing skill; Schreibfertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Schreibweise; Statistische Analyse; Handicap; Behinderung; Messverfahren; Lernleistung; Schulerfolg
Abstract	This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were collected throughout a written language intervention at baseline, sessions 3, 5, 10, 13, 15, 20, 22, and termination. Specific CBM variables included Total Number of Words Written, Words Spelled Correctly, Correct Word Sequences, and Percentage of Correct Word Sequences. Using latent growth curve analysis, models were estimated for each of the CBMs, but the data showed poor model fit. Latent class groupings using cognitive variables and student subgroups significantly moderated the growth rate for written language assessed by specific CBMs. Although these latter findings reflected potential moderators of change in written language, the lack of model fit raised questions around the use of these CBM variables in monitoring writing progress for second grade students at risk for writing disabilities. Findings from this investigation revealed the measurement complexities that likely remain hidden from teachers and other professionals engaged in routine progress monitoring using CBM variables. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10