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CBM Reading, Mathematics, and Written Expression at the Secondary Level

Title: CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test.
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Name(s): Codding, Robin S, author
Petscher, Yaacov, author
Truckenmiller, Adrea, author
Type of Resource: text
Genre: Text
Date Issued: 2015-05-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.
Identifier: FSU_pmch_26347201 (IID), 10.1037/a0037520 (DOI), PMC4557811 (PMCID), 26347201 (RID), 26347201 (EID)
Keywords: Curriculum-based measurement, Mathematics, Reading, Secondary, Writing
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4557811.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26347201
Owner Institution: FSU
Is Part Of: Journal of educational psychology.
0022-0663
Issue: iss. 2, vol. 107

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Codding, R. S., Petscher, Y., & Truckenmiller, A. (2015). CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test. Journal Of Educational Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26347201