Exploring the technical adequacy of curriculum-based measurement in reading for children who use manually coded English

We explored the validity and reliability of curriculum-based measurement re dding procedures for progress monitoring purposes with students who are dea f or hard of hearing and who use manually coded English. Results indicate t hat interjudge and alternative form reliability was very acceptable. Howeve r, Pearson product moment correlations between the curriculum-based measure ment procedures (e.g, redding passages via signing, identifying idea units, and words retold) and a standardized redding test that was normed with stu dents who were deaf or hard of hearing were lower than expected Implication s for using curriculum-based measurement with students who are deaf and har d of hearing and for assessment of these students are discussed.