Effects of Reading Curriculm-Based Measurement (R-CBM) Teacher Feedback in General Education Classrooms

References

• Baker, J. M., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56, 515–526.
   PubMed Web of Science ®Google Scholar
• Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Newbury Park: Sage Publications.
   Google Scholar
• Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally.
   Google Scholar
• Crawford, L., Tindal, G., & Steiber, S. (2001). Using reading rate to predict student performance on statewide reading tests. Educational Assessment, 7, 303–323.
   Google Scholar
• Deno, S. L. (1985). CBM: The emerging alternative. Exceptional Children, 52, 219–232.
   PubMed Web of Science ®Google Scholar
• Deno, S. L. (1986). Formative evaluation of individual student programs: A new role for school psychologists. School Psychology Review, 15, 358–374.
   Web of Science ®Google Scholar
• Deno, S. L. (2003). Developments in Curriculum-Based Measurement. Journal of Special Education, 37, 184–192.
   Web of Science ®Google Scholar
• Deno, S. L., Deno, D., Marston, D., & Marston D. (1987). Test of Oral Reading Fluency. Minneapolis: Children's Educational Services.
   Google Scholar
• Deno, S. L., & Mirkin, R K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
   Google Scholar
• Deno, S. L., Mirkin, P. K., & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49, 36–45.
   PubMed Web of Science ®Google Scholar
• Fuchs, L. S., Deno, S. L., & Mirkin, P. K. (1984). The effects of frequent Curriculum-Based Measurement and evaluation on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449–460.
   Web of Science ®Google Scholar
• Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199–208.
   PubMed Web of Science ®Google Scholar
• Fuchs, L. S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28, 659–671.
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Bentz, J. (1994). Classwide Curriculum-Based Measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518–537.
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Karns, K. (1995). General educators' specialized adaptation for students with learning disabilities. Exceptional Children, 61, 440–459.
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27–48.
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.
   Google Scholar
• Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9, 20–28.
   Web of Science ®Google Scholar
• Jenkins, J. R., Mayhall, W. F., Peschka, C., & Townsend, V. (1974). Using direct and daily measures to increase learning. Journal of Learning Disabilities, 7(10), 14–17.
   Web of Science ®Google Scholar
• Lane, K. L., Mahdavi, J. N., & Borth wick-Duffy, S. (2003). Teacher perceptions of the prereferral intervention process: A call for assistance with school-based interventions. Preventing School Failure, 47(4), 148–155.
   Google Scholar
• Marston, D. B. (1989). A CBM approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculum-Based Measurement: Assessing special children. New York: Guilford.
   Google Scholar
• McDaniel, T. R. (1999). School accountability. Clearing House, 72(3), 132–133.
   Google Scholar
• McGlinchey, M. T., & Hixson, M. D. (2004). Using Curriculum-Based Measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193–203.
   Web of Science ®Google Scholar
• National Center on Student Progress Monitoring. (2005). Review of progress monitoring tools.
   Google Scholar
• NoChild Left Behind Act of 2001. Reading First state grants, Title 1, Section 1003(g). Retrieved February 28, 2005 from http://www.studentprogress.org
   Google Scholar
• Scott, B. J., Vitale, M. R., & Masten, W. J. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Special Education, 19, 106–118.
   Web of Science ®Google Scholar
• Shinn, M. R. (2002). Best practices in curriculum-based measurement and its use in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 671–698). Bethesda, MD: National Association of School Psychologists.
   Google Scholar
• Shinn, M. R., Good, R. H., Knutson, N., Tilly, D., & Collins, V. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to reading. School Psychology Review, 21, 459–479.
   Web of Science ®Google Scholar
• Shinn, M. R., Good, R. H., & Stein, S. (1989). Summarizing trend in student achievement: A comparison of methods. School Psychology Review, 18, 356–370.
   Web of Science ®Google Scholar
• Shinn, M. R., Powell-Smith, K. A., Good, R. H., & Baker, S. (1997). The effects of reintegration into general education reading instruction for students with mild disabilities. Exceptional Children, 64, 59–79.
   Web of Science ®Google Scholar
• Shinn, M. R., & Shinn, M. M. (2001). Curriculum-Based Measurement: Cheaper, faster, and better assessment of students with learning disabilities. In L. Denti & P. Tefft-Cousin (Eds.), New ways of looking at learning disabilities: Connections to classroom practice (pp. 85–109). Denver: Love Publishing Company.
   Google Scholar
• Shinn, M. R., & Shinn, M. M. (2003). Aimsweb^TM training workbook administration and scoring of Reading Curriculum-Based Measurement (R-CBM) for use in general outcome measurement. Eden Prairie, MN: Edformation, Inc.
   Google Scholar
• Shinn, M. R., Shinn, M. M., Hamilton, C., & Clarke, B. (2002). Using curriculum-based measurement to promote achievement in general education classrooms. In M. R. Shinn, G. Stoner, & H. M. Walker (Eds.), Interventions for academic and behavior problems: Preventive and remedial approaches (pp. 113–142). Bethesda, MD: National Assocation of School Psychologists.
   Google Scholar
• Wesson, C. L. (1991). Curriculum-based measurement and two models of follow-up consultation. Exceptional Children, 57, 246–256.
   Web of Science ®Google Scholar
• Wesson, C. L., Skiba, R., Sevcik, B., King, R. P., & Deno, S. (1984). The effects of technically adequate instructional data on achievement. Remedial and Special Education, 5, 17–22.
   Google Scholar