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The Journal of Special Education
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Literature Synthesis on Curriculum-Based Measurement in Reading

Miya Miura Wayman

University of Minnesota, miura001{at}umn.edu

Teri Wallace

University of Minnesota

Hilda Ives Wiley

University of Minnesota

Renáta Tichá

University of Minnesota

Christine A. Espin

University of Minnesota

In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise the possibility of the development of a seamless and flexible system of progress monitoring that can be used to monitor students' progress across students, settings, and purposes.

The Journal of Special Education, Vol. 41, No. 2, 85-120 (2007)
DOI: 10.1177/00224669070410020401
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