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Using Curriculum-Based Measurement for Beginning Writers within a Response to Intervention Framework

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Bibliographic Details
Title: Using Curriculum-Based Measurement for Beginning Writers within a Response to Intervention Framework
Language: English
Authors: McMaster, Kristen L., Parker, David, Jung, Pyung-Gang
Source: Reading Psychology. 2012 33(1-2):190-216.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2012
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Grade 1
Descriptors: Beginning Writing, Grade 1, At Risk Students, Identification, Intervention, Curriculum Based Assessment, Response to Intervention, Learning Disabilities
DOI: 10.1080/02702711.2012.631867
ISSN: 0270-2711
Abstract: The purpose of this paper is to describe how Curriculum-Based Measurement (CBM) for beginning writers might be used within a Response to Intervention (RTI) framework. First, we describe CBM, and review research on CBM for beginning writers. Next, we discuss how CBM for beginning writers might fit within RTI, including use for universal screening and progress monitoring to identify students in need of more intensive, individualized intervention. We highlight areas needing further research, and end with a case example to illustrate how educators might use CBM within RTI to address the needs of struggling beginning writers. (Contains 2 figures.)
Abstractor: As Provided
Number of References: 71
Entry Date: 2012
Accession Number: EJ969752
Database: ERIC
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Abstract:The purpose of this paper is to describe how Curriculum-Based Measurement (CBM) for beginning writers might be used within a Response to Intervention (RTI) framework. First, we describe CBM, and review research on CBM for beginning writers. Next, we discuss how CBM for beginning writers might fit within RTI, including use for universal screening and progress monitoring to identify students in need of more intensive, individualized intervention. We highlight areas needing further research, and end with a case example to illustrate how educators might use CBM within RTI to address the needs of struggling beginning writers. (Contains 2 figures.)
ISSN:0270-2711
DOI:10.1080/02702711.2012.631867