Curriculum-Based Measurement of English Reading with Bilingual Hispanic Students: A Validation Study with Second-Grade Students

Abstract

This study investigated the reliability, validity, and sensitivity of curriculum-based measurement (CBM) reading in English with bilingual Hispanic students. For 10 weeks, 50 second-grade bilingual students and 26 students who spoke English only were administered CBM English reading measures twice weekly. Reliability of the CBM reading was compared between the groups with respect to the level of student performance and rate of student progress. Evidence for the convergent and discriminant validity of the CBM reading for bilingual Hispanic students was evaluated using criterion measures of English reading and language proficiency. Sensitivity was evaluated by comparing the English reading progress of the two groups during the 13-week study. Results indicated that CBM reading in English was as reliable and valid for bilingual students as for English-only students, and was sensitive to the reading progress of bilingual students. The construct validity of CBM reading as a measure of general reading proficiency in English was supported.

Additional information

Notes on contributors

Scott K Baker

Scott K. Baker received his PhD in School Psychology from the University of Oregon in 1993. He is currently a Research Associate at the University of Oregon and Eugene Research Institute. His research interests include alternative assessment strategies with diverse learners and early literacy development.

Roland Good

Roland H. Good III, PhD, is an Associate Professor in the School Psychology Program at the University of Oregon. His research interests include the development and validation of Dynamic Indicators of Basic Early Literacy Skills, and the modeling of student change and learning in reading using Curriculum-Based Measurement.