Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs
Jana Jungjohann,
Michael Schurig,
Markus Gebhardt
Abstract:BackgroundPrevious studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making.MethodsWe examined a sample of 1066 secondary school students using four linear mixed‐effect models: How m… Show more
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