Assessment for Effective Intervention

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Fuchs, L. S.
Right arrow Articles by Hamlett, C. L.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Assessment for Effective Intervention, Vol. 28, No. 3-4, 13-22 (2003)
DOI: 10.1177/073724770302800303

The Potential for Diagnostic Analysis within Curriculum-Based Measurement

Lynn S. Fuchs

Peabody College of Vanderbilt University

Douglas Fuchs

Peabody College of Vanderbilt University

Michelle K. Hosp

Peabody College of Vanderbilt University

Carol L. Hamlett

Peabody College of Vanderbilt University

Curriculum-based measurement (CBM) can enhance teacher planning by signaling teachers when a student's rate of improvement is inadequate and, therefore, revisions to the instructional program are needed. In reading, however, the diagnostic value of CBM to help teachers determine the nature of the required instructional changes is limited because it is difficult to extract descriptions of specific reading skills from the CBM performance. In this article, we describe recent efforts to develop a reading diagnostic analysis to be used in conjunction with CBM for informing teachers how to refocus their instruction to address individual needs.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 Journal of Early InterventionHome page
M. G. Macy, D. D. Bricker, and J. K. Squires
Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services
Journal of Early Intervention, October 1, 2005; 28(1): 1 - 16.
[Abstract] [PDF]