Extending curriculum-based assessment to early writing

David C. Parker, Matthew K. Burns, Kristen L. McMaster, Edward S. Shapiro

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum-based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs intervention. Extending this model to early writing poses challenges only recently addressed by research. On the basis of a review of relevant early writing research, this article outlines an instructionally relevant assessment model for early writing. Within the proposed model, the instructional hierarchy is suggested to directly connect early writing assessment with intervention. A discussion of potential limitations as well as future directions for research is included.

Original languageEnglish (US)
Pages (from-to)33-43
Number of pages11
JournalLearning Disabilities Research and Practice
Volume27
Issue number1
DOIs
StatePublished - Feb 1 2012

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