Implementing Curriculum-Based Measures of Reading in an Adult Literacy Program

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Abstract
In this study, curriculum-based measurement (CBM) procedures were implemented with adults attending a basic literacy program. The specific purposes of the study were to obtain reliability and validity information regarding CBM with adults, to determine the sensitivity of CBM to student growth in reading, and to assess the value and utility of such a system. Alternate form reliability data indicated greater consistency across narrative rather than expository passages and high reliability regardless of level of difficulty. Interrater reliability was also high. Validity data indicated some inconsistency between scores obtained on CBM and those on various standardized tests. Students showed significant gains on both CBM and the California Comprehension subtest. CBM procedures were more highly related to teacher judgment of progress than were standardized measures. Both teachers and students were positive about CBM procedures, including the tasks, graphing of scores, and perceived influence on student performance.