ADVANCES IN CURRICULUM-BASED MEASUREMENT: ALTERNATIVE RATE MEASURES FOR ASSESSING READING SKILLS IN PRE- AND ADVANCED READERS

Behavioral researchers have developed Curriculum-Based Measurement (CBM) procedures that yield a rate measure (words read correctly per minute). Investigators have shown that words correct per minute provides a valid, reliable, and sensitive measure of reading proficiency in students. Recently researchers have developed additional rate measures designed to assess pre-reading skills (Dynamic Indicators of Basic Early Literacy Skills) and skill development in advanced readers (reading comprehension rates). The current paper provides a rationale for both procedures and describes an emerging research base related to these measures. Limitations of these procedures along with directions for future research are provided.