Abstract
This study examined the effects of curriculum on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 24 third-grade students who were instructed primarily in a literature-based Scott, Foresman basal series, and 24 third-grade students who were instructed primarily in a more traditional basal series. CBM passage probes from each basal reading series were administered to all students twice weekly over a 9-week period. Each student's rate of progress in each reading series was indexed using an ordinary least squares regression to determine the slope of the data series. Results suggested that passage probes selected from the literature-based basal series were less sensitive to indexing growth over time than those from the traditional basal series.
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