Identifying an Indicator of Growth in Early Writing Proficiency for Elementary School Students

Lembke, Erica S.; Deno, Stanley L.; Hall, Kim A.

doi:10.1177/073724770302800304

Cited by 59 publications

(109 citation statements)

References 10 publications

(20 reference statements)

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“…Fuchs, Fuchs, Hosp, & Hamlett, 2003) may provide richer information about students' reading skills based on oral-reading fluency than what has been supplied previously. In addition, researchers continue to enlarge the domain for CBM content to include secondary material (e.g., Busch & Espin, 2003;Espin & Tindal, 1998), early writing (e.g., Lembke, Deno, & Hall, 2003), early reading (L.S. Fuchs, Fuchs, & Compton, 2004), and phonics skills (e.g., Stecker, 2000).…”

Section: Future Directionsmentioning

confidence: 98%

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Stecker¹,

Fuchs²,

Fuchs³

2005

Psychology in the Schools

377

403

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This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant gains in student achievement; however, several critical variables appeared to be associated with enhanced achievement for students with disabilities: teachers' use of systematic data-based decision rules, skills analysis feedback, and instructional recommendations for making program modifications. In general education, positive effects for CBM were associated with use of class profiles and implementation of peer-assisted learning strategies. Implications for instructional practice and future applications of CBM are described. © 2005 Wiley Periodicals, Inc.An increasingly popular form of alternative assessment, known as curriculum-based measurement (CBM), is used by teachers and school psychologists for monitoring student progress. The roots of CBM lay with the University of Minnesota's Institute for Research on Learning Disabilities (IRLD) in the mid-to late 1970s during the time of the original passage and implementation of the Individuals with Disabilities Education Act (IDEA), known then as Public Law 94-142. Stan Deno and colleagues sought to develop a simple and efficient, but technically adequate, measurement system for assisting special educators in tracking student growth in basic skills (for review, see Deno, 1985). Deno and colleagues designed a program of research to determine the technical features of CBM and to examine the utility of CBM for enhancing teachers' instructional planning and student learning. Consequently, the initial purpose for developing CBM was to assist special educators in using progress-monitoring data to make meaningful decisions about student progress and to improve the quality of instructional programs. Over the past 25 years, numerous investigations have emerged that utilized CBM in a variety of ways including, but not limited to: (a) establishing norms for screening and identifying students in need of special education services (Shinn, 1989b), (b) evaluating the effectiveness of educational programs (Tindal, 1992), (c) reintegrating students with disabilities into general education classrooms (D. Fuchs, Fernstrom, Reeder, Bowers, & Gilman, 1992), (d) monitoring progress and planning instruction within general education classrooms (L.S. Fuchs, Fuchs, Hamlett, Phillips, & Bentz, 1994), and (e) identifying potential candidates for special education evaluation using a dual-discrepancy model of low level of performance and inadequate rate of improvement (L.S. Fuchs, Fuchs, & Speece, 2002).Despite the various ways in which CBM has been applied, the original intent was for teachers to use technically sound, but simple, data in a meaningful fashion to document student growth and determine the necessity for modifying instructional programs. Th...

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Section: Future Directionsmentioning

confidence: 98%

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Stecker¹,

Fuchs²,

Fuchs³

2005

Psychology in the Schools

377

403

View full text Add to dashboard Cite

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“…Anytime a student stopped writing he or she was prompted once to continue. Brief 5-minute writing tasks have been used extensively in prior writing research (Berninger et al, 1996;Connelly, Dockrell, Walter, & Critten, 2012;Graham et al, 1997;Kent, Wanzek, Petscher, Al Otaiba, & Kim, 2014), including curriculum-based measurement research (Espin et al, 2000), with proven validity (Dockrell, Connelly, Walter, & Critten, 2015;Lembke, Deno, & Hall, 2003). To control for potential prompt effects, half of the classes wrote the essay without planning to the prompt "Do you think teachers should give students homework every days?"…”

Section: Methodsmentioning

confidence: 99%

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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This study examined the relationships between transcription, high-level writing processes, and writing performance in . Structural equation modeling was used to test the direct effects of handwriting fluency and spelling accuracy on planning and translating, and of these latter on writing performance, as well as the indirect effects of handwriting fluency and spelling accuracy on writing performance, via planning and translating. Results showed that the proposed model fitted the data extremely well, explaining 46% of the variability in writing performance. We found that higher handwriting fluency was associated with better planning skills, higher spelling accuracy was associated with better translating skills, and better planning and translating skills were associated with greater writing performance. We found indirect effects of handwriting fluency and spelling accuracy on writing performance, respectively, via planning and translating. These results suggest that transcription continues to impact on writing during teenage school years, by constraining high-level writing processes.

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“…Research on these measures is summarized below. Lembke et al (2003) administered copying and dictation tasks to 15 at-risk second graders and scored their responses for WW, WSC, CWS, and correct letter sequences (CLS). They also obtained 5-minute written responses to a story prompt and scored the average number of WW, WSC, CWS, and correct minus incorrect word sequences (CIWS).…”

Section: Stage 1: Technical Features Of the Static Scorementioning

confidence: 99%

“…We first compared traditional CBM approaches in writing (i.e., story prompts) to word-and sentence-writing measures developed for beginning writers (McMaster et al, 2009; sample measures can be found at http://progressmonitoring.org). We adapted Word and Sentence Copying tasks from Lembke et al (2003) and administered these, along with traditional story prompts, to 50 first graders. We also developed Letter, PictureWord, and Picture-Theme prompts, all designed to promote generation of words, sentences, and stories.…”

Section: Measures Incorporating Transcription and Ideationmentioning

confidence: 99%

“…appropriateness of the intervention and the reliability and validity of measures used to assess response to intervention" (p. 783). A small handful of researchers (e.g., Coker & Ritchey, 2010;Lembke, Deno, & Hall, 2003;McMaster, Du, & Petursdottir, 2009) have begun to develop and examine the technical adequacy of Curriculum-Based Measurement (CBM) for beginning writers, with the goal of providing reliable and valid measures to inform data-based instructional decisions focused on improving outcomes of struggling writers. This research is still new, and we do not claim that CBM for beginning writers has been validated for use within RTI models.…”

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confidence: 99%

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Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework

2012

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Identifying an Indicator of Growth in Early Writing Proficiency for Elementary School Students

Cited by 59 publications

References 10 publications

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Using Curriculum-Based Measurement for Beginning Writers Within a Response to Intervention Framework

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