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Reading Psychology Volume 33, 2012 - Issue 1-2: Curriculum Based Measurement in Response to Intervention
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Original Articles

Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework

Kristen L. McMaster Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota
,
David Parker Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota
&
Pyung-Gang Jung Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota
Pages 190-216 | Published online: 03 Feb 2012
 
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Abstract

The purpose of this paper is to describe how Curriculum-Based Measurement (CBM) for beginning writers might be used within a Response to Intervention (RTI) framework. First, we describe CBM, and review research on CBM for beginning writers. Next, we discuss how CBM for beginning writers might fit within RTI, including use for universal screening and progress monitoring to identify students in need of more intensive, individualized intervention. We highlight areas needing further research, and end with a case example to illustrate how educators might use CBM within RTI to address the needs of struggling beginning writers.

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