Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade?

Abstract

The primary purpose of this study was to assess whether the relation between curriculum-based measurement (CBM) and specific reading skills changes as a function of grade. In addition, this study sought to identify cutscores that correspond with benchmark performance on a variety of reading subskills at Grades 1 through 4. Participants were 310 students, distributed approximately equally across grades, from four schools. Participants were administered CBM reading passages and the Word Attack, Word Identification, and Passage Comprehension subtests from the Woodcock Reading Mastery Test—Revised. Findings indicated that the relation between CBM with decoding, word reading, passage comprehension, basic skills, and total reading-short was strong at each grade level. Benchmarks could not be differentiated for individual reading subskills, but were identified for overall reading competence at each grade level. Implications are drawn for helping school psychologists and other practitioners determine which students need further instructional support in reading.

Additional information

Notes on contributors

Michelle K. Hosp

Michelle K. Hosp received her PhD in Special Education and Human Development from Vanderbilt University in 2002 and is Assistant Professor of Special Education at the University of Utah. Her research interests include formative evaluation, curriculum-based measurement and diagnostic reading assessments, and reading fluency.

Lynn S. Fuchs

Lynn S. Fuchs, PhD, is Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where she also co-directs the Kennedy Vanderbilt Reading Clinic. Her research focuses on classroom assessment to inform instructional decision making as well as intervention methods for remediating reading and math disabilities.