Curriculum-based measurement for beginning writers: recent developments and future directions

Kristen L. McMaster; Kristen D. Ritchey; Erica Lembke

doi:10.1108/S0735-004X(2011)0000024008

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Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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Curriculum-based measurement for beginning writers: recent developments and future directions

Document Information:
Title:	Curriculum-based measurement for beginning writers: recent developments and future directions
Author(s):	Kristen L. McMaster, Kristen D. Ritchey, Erica Lembke
Volume:	24 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-0-85724-829-9 eISBN: 978-0-85724-830-5
Citation:	Kristen L. McMaster, Kristen D. Ritchey, Erica Lembke (2011), Curriculum-based measurement for beginning writers: recent developments and future directions, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Assessment and Intervention (Advances in Learning and Behavioral Disabilities, Volume 24), Emerald Group Publishing Limited, pp.111-148
DOI:	10.1108/S0735-004X(2011)0000024008 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	Many students with learning disabilities (LD) experience significant difficulties in developing writing proficiency. Early identification and intervention can prevent long-term writing problems. Early identification and intervention require reliable and valid writing assessments that can be used to identify students at risk and monitor their progress in response to intervention. One promising approach to assessing students' performance and progress in writing is Curriculum-Based Measurement (CBM). In this chapter, we provide an overview of CBM. Next, we describe a theoretical framework for writing development, and discuss implications of this framework for developing writing assessments. We then describe current efforts to develop a seamless and flexible approach to monitoring student progress in writing in the early elementary grades, and highlight important directions for future research. We end with a discussion of how teachers might eventually use CBM to make data-based decisions to provide effective individualized interventions for students who experience writing difficulties.