Researchers investigating the psychometric properties of curriculum-based measures in reading (R-CBM) have typically used readability formulas to create passages of similar difficulty. Despite their efforts, many researchers still find excessive, uncontrolled systematic error (presumably due to passage difficulty) in R-CBM data. This study investigates the validity of eight readability formulas by examining their ability to predict students' words read correctly in a minute (WRCM). The study is based on the premise that as grade levels assigned to passages by readability formulas increase, students' WRCM should decrease. Results indicate a modest relationship between reading fluency and passage difficulty as indicated by the.eight readability formulas. The formulas most commonly employed in R-CBM research were the poorest predictors. Findings suggest that efforts beyond the use of currently published readability estimates are needed in order to procure equivalent forms for R-CBM monitoring.Curriculum-based measurement in reading (R-CBM) is an assessment procedure in which students read passages and the number of words read correctly in one minute (WRCM) is recorded. R-CBM was placed on the "approved" list by the Reading First Assessment Committee (Kame'enui, 2002) meaning that it meets or exceeds standards of psychometric accuracy. R-CBM is an invaluable tool for many practitioners because it can assist in answering two common questions: (1) How well is this child reading? and (2) Is he or she making progress in reading?

This study compared two types of problem analysis information for their effects on teachers' problem attributions, ratings of acceptability, and preferences for intervention alternatives. Forty-eight teachers were given problem analysis vignettes containing either behavioral or instructional environment information after watching a videotape of a second grade girl exhibiting classroom behavior problems. Results indicated that instructional environment information led to significantly more problem attributions involving conditions in the classroom. Both groups of teachers preferred instructional modification as a means of responding to the student's problems over social/emotional interventions, referral to special education, or assistance from related support staff. Ratings of the intervention categories correlated significantly with teachers' problem attributions, perceptions of problem severity, and perceived likelihood for resolution in the regular classroom. The implications of these results for instructional environment consultation are discussed.

School-based consultation teams have been implemented in a variety of ways to address students' academic and behavioral difficulties while supporting teachers. Recent research has provided information that may benefit the school-based team consultation process. Computer software offers an effective and efficient means of guiding diverse team members through a comprehensive consultation process, generating intervention scripts, tailoring data collection to student needs, as well as recording and communicating information shared during team consultation. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: Website: ]

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