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