The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change Over Time and Potential Moderators of Change

Abstract

This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were collected throughout a written

Assessing children's writing products: the role of curriculum based measures

“…Three measures of productivity and one measure of text accuracy reliably distinguished between the year groups (for similar results, see Costa et al, 2012). Additionally the children's productivity in terms of amount of words produced aligned with those reported in other studies for similar age groups (McMaster & Espin, 2007).…”

“…In contrast to previous work (McMaster & Espin, 2007) the only accuracy measure which discriminated between age groups was the proportion of correct spelling (see also Costa et. al, 2012).…”

“…As yet there are no data suggesting that such measures change reliably with development in the primary school period and such analyses pose significant challenges for reliable scoring . In contrast to previous work (McMaster & Espin, 2007) the only accuracy measure which discriminated between age groups was the proportion of correct spelling (see also Costa et al, 2012). Transcription skills, both handwriting and spelling, account for the majority of the variance in writing quality for both typically developing children and those with developmental difficulties learning to write in English (Berninger et al, 2008;Graham et al, 1997;Olinghouse, 2008).…”

“…McMaster et al (2011) found stable and valid growth curves between the ages of eight and nine. However, other studies have indicated that only CBM-W variables of total words written, words spelled correctly and CWSs showed clear developmental trends (Costa et al, 2012). A final limitation rests in the paucity of research on CBM-W measures in educational contexts outside North America.…”

“…Of particular concern has been the trends (Costa, Hooper, McBee, Anderson, & Yerby, 2012). A final limitation rests in the paucity of research on CBM-W measures in educational contexts outside North America.…”