ASU Electronic Theses and Dissertations
- 1 English
- 1 Public
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. The participants for this study were 253 third, 154 seventh, and 154 tenth grade students. Each participant completed a …
- Brown, Alec Judd, Watkins, Marley, Caterino, Linda, et al.
- Created Date