Monitoring Elementary Students’ Progress Using Word Dictation - Technical Features of Slope and Growth Analysis - Assessment for Effective Intervention

Oct 15, 2026

Uploaded by Aran

This study examines technical features of slopes derived from curriculum-based measurement in writing (CBM-W) during word dictation. Seventy-nine U.S. Midwest elementary students with intensive learning needs completed weekly word dictation probes over 20 weeks, scored via correct letter sequences (CLS). Results indicate high reliability and sensitivity to growth within a short interval. Linear mixed modeling shows an average gain of 0.91 CLS per additional instruction week. Demographics did not affect initial levels or growth rates.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Keywords

CBM for Students Struggling With Writing

CBM-W Word Dictation

Monitoring Elementary Students’Progress Using Word Dictation: Technical Features of Slope and Growth Analysis Assessment for Effective Intervention 2023, Vol. 48(4) 201–210 © Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/15345084231182718](DOI: 10.1177/15345084231182718)[ ](DOI: 10.1177/15345084231182718)[aei.sagepub.com](aei.sagepub.com) Seohyeon Choi, MA 1, Emma Shanahan, PhD 1, Jechun An, MA 1, and Kristen McMaster, PhD 1 Abstract The purpose of this study was to examine the technical features of slopes produced from the curriculum-based measurement in writing (CBM-W) word dictation task. Seventy-nine elementary students in the U.S. Midwest with intensive learning needs responded to weekly word dictation probes across 20 weeks; responses were scored for correct letter sequences (CLS). Scores showed evidence of high reliability and sensitivity to growth in a short period. Linear mixed modeling revealed that students gained an average of 0.91 CLS for each additional week of instruction. Initial writing levels and growth rates did not significantly differ depending on students’ demographic characteristics. Based on these findings, we illustrate how word dictation slopes can be used as indicators of writing growth for students with intensive learning needs. Keywords word dictation, curriculum-based measurement, slope, early writing, struggling learners Writing difficulties can begin as early as preschool (Puranik & Lonigan, 2012) yet are often not identified until intermediate grades when students are expected to complete more complex writing tasks (Berninger et al., 2002). Early identification of writing difficulties along with writing interventions can prevent long-lasting negative consequences for many students (McMaster et al., 2018) . Curriculum-based measurement (CBM; Deno, 1985) can play a vital role in quantifying students’ writing improvement and assessing their responsiveness to instruction (Fuchs, 2004), facilitating early identification of writing difficulties and progress monitoring during interventions. Among different types of CBM for writing (CBM-W) tasks, word dictation, the main focus of this study, serves as a progress monitoring tool for beginning writers who are developing writing skills at the word level (Hampton & Lembke, 2016) . Despite its promise as a progress monitoring tool for early writing proficiency, research on word dictation is limited. Thus far, researchers (Hampton & Lembke, 2016; Lembke et al., 2003; Poch et al., 2019) have investigated the technical adequacy of word dictation using scores collected at a single time point. Given that research suggests three stages of research necessary for validating CBM (Fuchs, 2004)–Stage 1, assessing the technical adequacy of static scores; Stage 2, investigating technical features of slopes; and Stage 3, determining instructional utility–word dictation still requires Stage 2 research. In this study, we aimed to examine the technical features of word dictation slopes by conducting a conceptual replication of studies by McMaster et al. (2011) and Romig and Olsen (2021) and to examine whether students’ demographic characteristics were associated with their initial performance levels and progress. CBM for Students Struggling With Writing Although many students respond to standardized writing intervention protocols, others likely require more intensive interventions (Al Otaiba et al., 2018) . Such interventions may be delivered at a higher dosage in smaller student groups (Wanzek & Vaughn, 2009) . Teachers may also make data-based decisions to increase intervention intensity if students are not making adequate progress through a process termed data-based instruction (DBI; Deno & Mirkin, 1977) . Research has shown promising results in improving the writing skills of struggling 1 University of Minnes

FAQs

What is the main purpose of this study?

The study examines the technical features of slopes produced from CBM-W during a word dictation task and assesses how those slopes reflect writing growth for students with intensive learning needs.

How were students assessed in the word dictation task?

Students completed weekly word dictation probes across 20 weeks. Responses were scored using correct letter sequences (CLS) to track writing growth.

What did the results show about slope growth over time?

Scores showed evidence of high reliability and sensitivity to growth. Linear mixed modeling indicated an average increase of 0.91 CLS for each additional week of instruction.

Oct 15, 2026

Uploaded by Aran