Using Curriculum-Based Measures for Identifying Gifted Learners

Abstract

This study examined the utility of curriculum-based measures of oral reading fluency (ORF) to distinguish between gifted and general education students. Differences in reading proficiency and growth rate were assessed using cross-sectional data from more than 900 students in second through fifth grade who regularly participated in their district’s triannual universal screening. Significant differences in dynamic indicators of basic early literacy skills ORF scores were observed between gifted and general education students at all grade levels. Seasonal differences in rate of growth were observed in both groups, with more growth demonstrated at the beginning of the school year. Gifted learners did not demonstrate differential rates of growth from their general education peers. Recommendations for using these findings for practice and future research are offered.

Keywords:

• curriculum-based measurement
• dynamic indicators of basic early literacy skills
• gifted assessment
• gifted learning
• gifted rate of learning
• indicators of giftedness
• progress monitoring
• response to intervention

Additional information

Notes on contributors

Mark R. McGowan

Mark R. McGowan, PhD, NCSP is an associate professor in the Department of Educational and School Psychology at Indiana University of Pennsylvania where he serves as program coordinator and Director of Indiana University of Pennsylvania’s Child Study Center. Dr. McGowan also serves on the executive board of the Pennsylvania Psychological Association. His research interests include provision of mental health services in educational settings; violence and aggression in schools; school-based neuropsychological assessment; clinical supervision; and intellectual giftedness. E-mail: [email protected]

Timothy J. Runge

Timothy J. Runge, PhD, NCSP is an associate professor in the Department of Educational and School Psychology at Indiana University of Pennsylvania. Dr. Runge serves on the executive boards of the Association of School Psychologists of Pennsylvania and the Pennsylvania State Leadership Team for Positive Behavioral Interventions and Supports (PBIS) and is a consultant for numerous schools implementing PBIS and response to intervention. Dr. Runge’s research interests include behavior support at the individual, classroom, and school-wide levels; literacy assessment and instruction; and curriculum-based assessment. E-mail: [email protected]

Jason A. Pedersen

Jason A. Pedersen, PhD, NCSP is a school psychologist at the Derry Township School District working with students in second and third grades and sixth through eighth grades. Dr. Pedersen is past-president of the Association of School Psychologists of Pennsylvania and is the current Pennsylvania Delegate to the National Association of School Psychologists. He is coauthor of chapters on data analysis teaming in Best Practices in School Psychology (5th ed.), and Best Practices in School Psychology (6th ed.). He presents and consults on response to intervention, data analysis teaming, and schoolwide positive behavior. E-mail: [email protected]