Author ORCID Identifier

Poch - https://orcid.org/0000-0002-1316-0228

Document Type

Article

Publication Date

12-10-2019

Publication Title

Reading & Writing Quarterly

Volume

36

Issue

6

First Page

563

Last Page

587

Abstract

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1–3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with two CBM-W tasks (picture–word and story prompt) during fall, winter, and spring of one academic year. A subsample of participants (n = 244) were given a criterion measure in spring of the academic year. Pearson’s r coefficients were calculated to determine evidence of alternate form reliability and criterion validity, and a MANOVA was used to detect significant growth within and across grade levels. Results indicated that scores on both CBM-W tasks had adequate reliability and validity coefficients in grades 2–3 and mixed results in grade 1. Significant growth was detected within and across all grades at each time point on each task. Implications for research and practice are discussed.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in [Reading & Writing Quarterly] on [December 10, 2019], available online: https://doi.org/10.1080/10573569.2019.1689211

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