Date of Award
Specialist in Education (Ed.S.)
Dr. Lisa Kelly-Vance
Curriculum-based measurement (CBM) has evolved as a reliable and valid method for measuring and monitoring student performance in basic academic skills. While the efficacy of CBM for assessing reading skills is not in question, there is some confusion regarding the type of CBM reading passages (called probes) that should be used. Specifically, it is unclear whether or not there is a difference between CBM probes derived directly from the instructional curriculum and generic probes derived from a pre-printed source. The current study compare the utility of two types of CBM reading probe materials. One probe type is derived from curriculum-dependent passages taken directly from a phonics-based reading instruction curriculum and the second from the Tests of Reading Fluency (TORF), a set of generic (curriculum-independent) passages. Both types of probes were administered to 13 second grade students twice weekly for 5 weeks. The median number of words read per minute for each probe type were compared. No significant differences were found between the two probes' in terms of ability to measure current levels of progress and performance over time. Implications of the study, outcomes for school psychology and potential for further research are discussed.
Riley-Heller, Nicole, "Must Curriculum Based Measurement Reading Probes Be Curriculum Based?" (2002). Student Work. 2361.
An Ed.S. Project Presented to the Department of School Psychology and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Educational Specialist University of Nebraska at Omaha. Copyright Nicole Riley-Heller May, 2002