Description

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

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.

Reuse Permissions
  • 976.36 KB application/pdf

    Download count: 0

    Details

    Contributors
    Date Created
    • 2012
    Resource Type
  • Text
  • Collections this item is in
    Note
    • Partial requirement for: Ph. D., Arizona State University, 2012
      Note type
      thesis
    • Includes bibliographical references (p. 64-71)
      Note type
      bibliography
    • Field of study: Educational psychology

    Citation and reuse

    Statement of Responsibility

    by Alec Judd Brown

    Machine-readable links