TY - JOUR
T1 - Systematic review of curriculum-based measurement with students who are deaf
AU - Lam, Elizabeth A.
AU - McMaster, Kristen L.
AU - Rose, Susan
N1 - Publisher Copyright:
© The Author(s) 2020. Published by Oxford University Press. All rights reserved.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write in missing words given blank lines within a passage), and maze (circle the target word given multiple choice options within a passage). Data obtained from these measures were generally found to be internally consistent and stable with validity evidence varying across measures. Emerging evidence supports the utility of CBM for students who are DHH. Further empirical evidence is needed to continue to explore technical properties, identify if student scores are sensitive to growth over short periods of time, and examine whether CBM data can be used to inform instructional decision-making to improve student outcomes.
AB - This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write in missing words given blank lines within a passage), and maze (circle the target word given multiple choice options within a passage). Data obtained from these measures were generally found to be internally consistent and stable with validity evidence varying across measures. Emerging evidence supports the utility of CBM for students who are DHH. Further empirical evidence is needed to continue to explore technical properties, identify if student scores are sensitive to growth over short periods of time, and examine whether CBM data can be used to inform instructional decision-making to improve student outcomes.
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U2 - 10.1093/deafed/enaa020
DO - 10.1093/deafed/enaa020
M3 - Review article
C2 - 32696962
AN - SCOPUS:85090903747
SN - 1081-4159
VL - 25
SP - 398
EP - 410
JO - Journal of Deaf Studies and Deaf Education
JF - Journal of Deaf Studies and Deaf Education
IS - 4
ER -