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School Psychology Review Volume 45, 2016 - Issue 3

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Curriculum-Based Measurement of Reading: Accuracy of Recommendations From Three-Point Decision RulesFootnote
Theodore J. Christ, PhD, has equity and royalty interests in, and will serve on the Board of Directors for, FastBridge Learning (FBL), a company involved in the commercialization of the Formative Assessment System for Teachers (FAST). The University of Minnesota also has equity and royalty interests in FBL. These interests have been reviewed and managed by the University of Minnesota in accordance with its conflict-of-interest policies.
Footnote
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A130161 to the University of Minnesota. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.

Ethan R. Van NormanGeorgia State UniversityCorrespondence[email protected]
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Theodore J. ChristUniversity of MinnesotaView further author information

Lisa Bowman-Perrott

(Associate Editor)

Pages 296-309 | Received 15 Dec 2014, Accepted 09 Sep 2015, Published online: 27 Dec 2019

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https://doi.org/10.17105/SPR45-3.296-309
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Marissa J. Filderman & Lucy Barnard-Brak. (2023) Comparing Slope Stability and Validity for General Outcome and Specific Subskill Mastery Measurement. Journal of Applied School Psychology 39:1, pages 71-90.
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Ethan R. Van Norman, Peter M. Nelson, David C. Parker & Nathaniel von der Embse. (2018) Curriculum-Based Measurement of Reading Decision Rules: Strategies to Improve the Accuracy of Treatment Recommendations. School Psychology Review 47:4, pages 333-344.
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Ethan R. Van Norman, Theodore J. Christ & Kirsten W. Newell. (2017) Curriculum-Based Measurement of Reading Progress Monitoring: The Importance of Growth Magnitude and Goal Setting in Decision Making. School Psychology Review 46:3, pages 320-328.
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Articles from other publishers (13)

Ethan R. Van Norman, David A. Klingbeil, Kirsten Truman, Peter M. Nelson & David C. Parker. (2023) A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency. Remedial and Special Education.
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Benjamin G. Solomon, Ole J. Forsberg, Monelle Thomas, Brittney Penna & Katherine M. Weisheit. (2021) A Comparison of Priors When Using Bayesian Regression to Estimate Oral Reading Fluency Slopes. Assessment for Effective Intervention 47:4, pages 234-244.
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Robin S. Codding, Melissa Collier-Meek & Emily DeFouw. 2022. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities. Delivering Intensive, Individualized Interventions to Children and Youth with Learning and Behavioral Disabilities 85 107 .

Florian Klapproth. 2022. Stereotype in der Schule II. Stereotype in der Schule II 49 88 .

Ethan R. Van Norman & Peter M. Nelson. (2019) An Evaluation of the Use of Seasonal Goal Lines to Improve the Accuracy of Curriculum-Based Measurement of Reading Decision Rule Recommendations. Assessment for Effective Intervention 46:3, pages 167-177.
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Benjamin G. Solomon, Jillian M. Dawes, Gary J. Duhon & Brian C. Poncy. (2018) False Discovery Rates When Engaging in Skill Versus Performance Deficit Analysis for Academic Instructional Planning. Assessment for Effective Intervention 45:3, pages 184-193.
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Prerna G. Arora, Tai A. Collins, Evan H. Dart, Stephanie Hernández, Hallie Fetterman & Beth Doll. (2019) Multi-tiered Systems of Support for School-Based Mental Health: A Systematic Review of Depression Interventions. School Mental Health 11:2, pages 240-264.
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Marissa J. Filderman, Jessica R. Toste, Lisa Anne Didion, Peng Peng & Nathan H. Clemens. (2018) Data-Based Decision Making in Reading Interventions: A Synthesis and Meta-Analysis of the Effects for Struggling Readers. The Journal of Special Education 52:3, pages 174-187.
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David C. Parker, Ethan Van Norman & Peter M. Nelson. (2018) Decision Rules for Progress Monitoring in Reading: Accuracy during a Large-Scale Tier II Intervention. Learning Disabilities Research & Practice 33:4, pages 219-228.
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Ethan R. Van Norman & David C. Parker. (2017) A Comparison of Common and Novel Curriculum-Based Measurement of Reading Decision Rules to Predict Spring Performance for Students Receiving Supplemental Interventions. Assessment for Effective Intervention 43:2, pages 110-120.
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John M. Hintze, Craig S. Wells, Amanda M. Marcotte & Benjamin G. Solomon. (2017) Decision-Making Accuracy of CBM Progress-Monitoring Data. Journal of Psychoeducational Assessment 36:1, pages 74-81.
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Theodore J. Christ & Christopher David Desjardins. (2017) Curriculum-Based Measurement of Reading: An Evaluation of Frequentist and Bayesian Methods to Model Progress Monitoring Data. Journal of Psychoeducational Assessment 36:1, pages 55-73.
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David A. Klingbeil, Ethan R. Van Norman & Peter M. Nelson. (2017) Precision of Curriculum-Based Measurement Reading Data: Considerations for Multiple-Baseline Designs. Journal of Behavioral Education 26:4, pages 433-451.
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