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首页> 外文期刊>Exceptionality: A Special Education Journal >The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change Over Time and Potential Moderators of Change
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The Use of Curriculum-Based Measures in Young At-Risk Writers: Measuring Change Over Time and Potential Moderators of Change

机译：在年轻的风险作家中使用基于课程的措施：衡量随时间变化的变化和潜在的变化调节者

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This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were collected throughout a written language intervention at baseline, sessions 3, 5, 10, 13, 15, 20, 22, and termination. Specific CBM variables included Total Number of Words Written, Words Spelled Correctly, Correct Word Sequences, and Percentage of Correct Word Sequences. Using latent growth curve analysis, models were estimated for each of the CBMs, but the data showed poor model fit. Latent class groupings using cognitive variables and student subgroups significantly moderated the growth rate for written language assessed by specific CBMs. Although these latter findings reflected potential moderators of change in written language, the lack of model fit raised questions around the use of these CBM variables in monitoring writing progress for second grade students at risk for writing disabilities. Findings from this investigation revealed the measurement complexities that likely remain hidden from teachers and other professionals engaged in routine progress monitoring using CBM variables.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09362835.2012.724623
机译：这项研究检查了通过针对性的基于课程的措施（CBM）评估的书面语言收益，并探讨了这些收益如何受到特定认知功能和学生亚组的主持人变量的影响。样本包括68名有书写障碍风险的二年级学生。在基线，会议第3、5、10、13、15、20、22和终止时的整个书面语言干预中收集了手写作品。特定的CBM变量包括：总单词数，正确拼写的单词，正确的单词序列和正确的单词序列百分比。使用潜伏增长曲线分析，为每个煤层气估计了模型，但数据显示模型拟合较差。使用认知变量和学生亚组的潜在班级分组显着降低了由特定CBM评估的书面语言的增长率。尽管这些最新发现反映了书面语言变化的潜在调节因素，但是缺乏模型拟合提出了围绕使用这些CBM变量来监测处于书写障碍风险中的二年级学生的写作进度的问题。此次调查的结果表明，教师和其他使用CBM变量进行例行进度监控的专业人员可能仍无法发现测量的复杂性。查看全文下载全文，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09362835.2012.724623

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