CURRICULUM-BASED MEASUREMENT OF ENGLISH READING WITH BILINGUAL HISPANIC STUDENTS - A VALIDATION-STUDY WITH 2ND-GRADE STUDENTS

This study investigated the reliability, validity, and sensitivity of curriculum-based measurement (CBM) reading in English with bilingual H ispanic st;dents. For 10 weeks, 50 second-grade bilingual students and 26 students who spoke English only were administered CBM English read ing measures twice weekly. Reliability of the CBM reading was compared between the groups with respect to the level of student performance a nd rate of student progress. Evidence for the convergent and discrimin ant validity of the CBM reading for bilingual Hispanic students was ev aluated using criterion measures of English reading and language profi ciency. Sensitivity was evaluated by comparing the English reading pro gress of the two groups during the 13-week study. Results indicated th at CBM reading in English was as reliable and valid for bilingual stud ents as for English-only students, and was sensitive to the reading pr ogress of bilingual students. The construct validity of CBM reading as a measure of general reading proficiency in English was supported.