National assessment data indicate that the large majority of students in America perform below expected proficiency levels in the area of writing. Given the importance of writing skills, this is a significant problem. Curriculum-based measurement, when used for progress monitoring and intervention planning, has been shown to lead to improved academic achievement. However, researchers have not yet been able to establish the validity of curriculum-based measures of writing (CBM-W). This study examined the structural validity of CBM-W using exploratory factor analysis.
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- Partial requirement for: Ph. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 64-71)Note typebibliography
- Field of study: Educational psychology