Abstract
This initial exploratory study assessed the evidence of reliability, criterion validity, and growth of scores obtained from total correct word sequences (CWS), correct word sequences per response (CWSR), and a trait-based rubric used with a curriculum-based measure of writing (CBM-W) for progress monitoring. Participants were 26 writers with or at risk for a learning disability (LD) in grades 2-3. Participants were given the CBM-W task twice weekly over 6 weeks and were given the Spelling and Writing Samples subtests of the Woodcock-Johnson Tests of Achievement-III at pre- and posttest. Results indicated large inter-rater reliability coefficients but mixed alternate form reliability and validity evidence. CWS was the only metric to demonstrate significant growth (r = .60). CWS has the strongest evidence for use as a progress monitoring scoring metric for students at risk for LD, although information from CWSR and rubric scores could be instructionally useful.
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