Abstract
We explored the validity and reliability of curriculum-based measurement reading procedures for progress monitoring purposes with students who are deaf or hard of hearing and who use manually coded English. Results indicate that interjudge and alternative form reliability was very acceptable. However, Pearson product moment correlations between the curriculum-based measurement procedures (e.g., reading passages via signing, identifying idea units, and words retold) and a standardized reading test that was normed with students who were deaf or hard of hearing were lower than expected. Implications for using curriculum-based measurement with students who are deaf and hard of hearing and for assessment of these students are discussed.
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