Validity and Diagnostic Accuracy of Written Expression Curriculum-Based Measurement for Students With Diverse Language Backgrounds

@article{KellerMargulis2016ValidityAD,
  title={Validity and Diagnostic Accuracy of Written Expression Curriculum-Based Measurement for Students With Diverse Language Backgrounds},
  author={Milena A. Keller-Margulis and Anita Payan and Kathryn E. Jaspers and Christie M. Brewton},
  journal={Reading \& Writing Quarterly},
  year={2016},
  volume={32},
  pages={174 - 198}
}
The use of curriculum-based measurement (CBM) for screening is well established, but there has been less research regarding the technical adequacy of written expression CBM (WE-CBM) for screening and the utility of this type of measure when used with students with diverse language backgrounds. The purpose of this study was to examine the validity and diagnostic accuracy of various WE-CBM indicators for 139 4th-grade students from diverse language backgrounds (89 native English-speaking students… Expand
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TLDR
Results indicated that the AES-scored multi-prompt screener and screeners with fewer prompts yield acceptable classification accuracy, are efficient, and are more accurate than screeners scored for word count. Expand
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The purpose of this chapter is to describe critical components of phonemic awareness instruction and intervention for students in pre-k through second grade who have language delays, reading… Expand
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