Page 9: References & Additional Resources
To cite this Module, please use the following:
The IRIS Center. (2005). Classroom assessment (part 2): Evaluating reading progress. Retrieved from https://iris.peabody.vanderbilt.edu/module/rpm/
Davis, L. B., Fuchs, L. S., Fuchs, D., & Whinnery, K. (1995). Will CBM help me learn? Students’ perception of the benefits of curriculum-based measurement. Education and Treatment of Children, 18, 19–32.
Fewster, S., & MacMillan, P. D. (2002). School-based evidence for the validity of curriculum-based measurement of reading and writing. Remedial Special Education, 23(3), 149–156.
Foegen, A., Espin, C. A., Allinder, R. M., & Markell, M. A. (2001) Translating research into practice: Preservice teachers’ beliefs about curriculum-based measurement. Journal of Special Education, 34(4), 226–236.
Fuchs, L. S., Butterworth, J. R., & Fuchs, D. (1989). Effects of ongoing curriculum-based measurement on student awareness of goals and progress. Education and Treatment of Children, 12, 63–72.
Fuchs, L. S., & Deno, L. S. (1991). Paradigmatic distinction between instructionally relevant measurement models. Exceptional Children, 57, 488–500.
Fuchs, L. S., & Fuchs, D. (2003). Curriculum-based measurement: A best practice guide. National Association of School Psychologists Communique, 32, 1–4.
Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta- analysis. Exceptional Children, 53, 199–208.
Fuchs, L. S., & Fuchs, D. (1991). Curriculum-based measurements: Current applications and future directions. Preventing School Failure, 35(3), 6–11.
Fuchs, L. S., & Fuchs, D. (1993). Effect of systematic observation and feedback on teachers’ implementation of curriculum-based measurement. Teacher Education and Special Education, 16, 178–187.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students’ academic proficiency to instructional planning. Journal of Special Education Technology, 12, 49–62.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Hasselbring, T. S. (1987). Using computers with curriculum-based monitoring: Effects on teacher efficiency and satisfaction. Journal of Special Education Technology, 8, 14–27.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum -based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617–641.
Fuchs, L., Fuchs, D., & Powell, S. (2004). Using CBM for progress monitoring. Washington, DC: American Institutes for Research.
Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1998). Monitoring basic skills progress (2nd ed). Austin, TX: PRO-ED.
Fuchs, L. S., Hamlett, C. L., & Fuchs, D. (1988). Conducting curriculum-based measurement with computerized data collection: Effects on efficiency and teacher satisfaction. Journal of Special Education Technology, 9, 73–85.
Good, R. H., Simmons, D. C., & Kameenui, E. J. (2001). The importance and decision -making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes. Scientific Studies of Reading, 5, 257–288.
Hosp, M. K., & Hosp, J. L. (2003). Curriculum-based measurement for reading, spelling, and math: How to do it and why. Preventing School Failure, 48(1), 10–17.
Marston, D., Diment, K., Allen, D., & Allen, L. (1992). Monitoring pupil progress in reading. Preventing School Failure, 36(2), 21–25.
Sibley, D., Biwer, D., & Hesch, A. (2001) Establishing curriculum-based measurement oral reading fluency performance standards to predict success on local and state tests of reading achievement. Paper presented at the Annual Meeting of the National Association of School Psychologists (Washington, D.C., April 17–21, 2001). ERIC Document No. ED 453 527. Retrieved July 7, 2004, from http://SearchERIC.org
Wesson, C. L. (1991). Curriculum-based measurement and two models of follow-up consultation. Exceptional Children, 57, 246–257.
Wesson, C. L., King, R., & Deno, S. L. (1984). Direct and frequent measurement: If it’s so good for us, why don’t we use it? Learning Disability Quarterly, 7, 45–48.
Yell, M. L., Deno, S. L., & Marston, D. B. (1992). Barriers to implementing curriculum- based measurement. Diagnostique, 18, 99–114.
AIMSweb http://www.aimsweb.com or http://www.edformation.com
This computer software graphs and analyzes student scores.
CBM Warehouse http://www.interventioncentral.org/cbm_warehouse
This site offers several free downloads to assist teachers with administering probes and graphing students’ data using computers.
The DIBELS Data System allows teachers to enter students’ test scores and generates automated reports. The cost for this service is $1 per student, per year.
This online assessment system administers and scores tests. Reports and graphs that follow class and student progress are automatically generated. Guidelines for setting annual goals and evaluating student progress are provided.
Yearly ProgressPro (TM) assesses students weekly via computer and graphs their scores then makes instructional recommendations based on their scores.
National Center on Student Progress Monitoring http://www.studentprogress.org/
The National Center on Student Progress Monitoring is a national technical assistance and dissemination center funded by the Office of Special Education programs (OSEP). It assists states and districts interested in implementing progress monitoring in grades K–5.
PALS: Peer-Assisted Learning Strategies http://kc.vanderbilt.edu/pals/
Visit the official PALS Website for resources and commercial products related to peer-assisted learning strategies. Visitors will find Modules about PALS reading and math, as well as training resources, research into the effectiveness of the strategies, products for teachers, and more.