Curriculum-Based Measurement and Developmental Reading Models: Opportunities for Cross-Validation.

Potter, Margaret L.; Wamre, Heidi M.

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Peer reviewed

ERIC Number: EJ416630

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

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Curriculum-Based Measurement and Developmental Reading Models: Opportunities for Cross-Validation.

Potter, Margaret L.; Wamre, Heidi M.

Exceptional Children, v57 n1 p16-25 Sep 1990

The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other. (JDD)

Descriptors: Developmental Stages, Elementary Secondary Education, Evaluation Methods, Models, Oral Reading, Reading Difficulties, Reading Rate, Reading Skills, Reading Tests, Student Evaluation, Theory Practice Relationship, Validity

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: Practitioners; Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A