CURRICULUM-BASED MEASUREMENT AND LITERATURE-BASED READING - IS CURRICULUM-BASED MEASUREMENT MEETING THE NEEDS OF CHANGING READING CURRICULA

This study examined the extent to which curriculum-based measurement ( CBM) procedures could be implemented in a nonbasal reading curricula, Participants included 160 students from 31 second, third, fourth, and fifth grades, located in two school districts. Half of the students (2 0 from each grade) were instructed primarily in a literature-based rea ding series, while the remaining 80 participants (20 from each grade) were instructed primarily in a traditional skills-based reading progra m. CBM passage probes from each reading series were administered to al l students twice weekly over an 8-week period. Students' rate of progr ess in each reading series was indexed using the slope of their data s eries' calculated by ordinary least squares regression. Results showed small yet significant main effects for the type of probe used for pro gress monitoring; however, this effect was not consistent across grade s. In addition, significant main effects were found for grade. Student s' growth in oral reading rate was found to increase linearly with gra de until fifth grade where a leveling off in growth rate was observed. Results are discussed in relation to CBM as an applied measurement me thodology for use in both practical and research applications. (C) 199 7 Society for the Study of School Psychology. Published by Elsevier Sc ience Ltd.