[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592210-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592210-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","reading-growth-estimates-for-elementary-school-students-using-curriculum-based-measurement","Reading-Growth Estimates for Elementary-School Students Using Curriculum-Based Measurement","","Study analyzes grade-level reading growth rates for general education students and students with learning disabilities from grades two to six. Curriculum-Based Measurement (CBM) combined with Hierarchical Linear Modeling (HLM) is used to develop reading growth-rate norms for schools, districts, and state education agencies. Participants include 273 general education students and 430 students with learning disabilities, with HLM estimating growth rates by grade and subgroup.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reading-growth-estimates-for-elementary-school-students-using-curriculum-based-measurement/592210/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reading-growth-estimates-for-elementary-school-students-using-curriculum-based-measurement/592210.png","ImageObject",300,407,{"name":42,"@type":43},"Grenda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"To examine grade-level reading growth rates for general education students and students with learning disabilities and show how CBM and HLM can be used to develop growth-rate norms.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were growth rates estimated in the study?",{"text":68,"@type":64},"Growth rates for each grade were estimated using Hierarchical Linear Modeling (HLM), including separate rates for general-education subgroups (high, average, and low achievers).",{"name":70,"@type":61,"acceptedAnswer":71},"Why are CBM and HLM considered useful compared with standardized tests?",{"text":72,"@type":64},"Standardized tests show relative standings at a single time point, while the study emphasizes the need for instruments and statistical methods that capture the rate of growth and support evaluation of instructional effectiveness.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592210,1792189078,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2007 by Education Research Institute  \n2007, Vol. 8, No.3, 353-363.  \nReading-Growth Estimates for Elementary-School Students Using Curriculum-Based Measurement  \nJongho Shin Hyunjoo Lee  \nSeoul National University  \nKorea  \nIn this study, we examine grade-level growth rates for general education students and students with learning disabilities in grades two to six. In conducting the study, we demonstrate how schools, districts, and state educational agencies can use a combination of Curriculum-Based Measurement and Hierarchical Linear Modeling (HLM) methods to develop growth-rate norms in reading. The participants were made up of 273 general education students and 430 students with learning disabilities. The growth rates for these two groups of students in each grade were estimated using HLM. Within each grade, separate growth rates for subgroups of general education students (i.e., high, average, and low achievers) were estimated. The uses of estimated growth rates for setting year-end goals, monitoring student progress, and evaluating the effectiveness of instructional programs are also discussed.  \nKey words: reading, growth rates, Curriculum-Based Measurement (CBM), hierarchical linear modeling (HLM)  \nIntroduction  \nIndividual differences in performance levels result in part from differences in the rate of academic skill development over time. Educators have long been interested in assessing student growth over time and identifying the instructional factors that create individual differences in growth. However, their efforts have been hampered by the absence of testing instruments that are able to produce multiple data points over short periods of time and by the lack of statistical methods available to handle these multiple data points adequately. With the advent of CurriculumBased Measurement (CBM) (Deno, 1985) and Hierarchical  \nJongho Shin, Department of Education, Seoul National University, Korea; Hyunjoo Lee, The Department of Education, Seoul National University, Korea.  \nCorrespondence concerning this article should be addressed to Jongho Shin, the Department of Education, Seoul National University, San 56-1 Shinrim-Dong Kwangk-Gu, Seoul 151-748, [Korea. e-mail: jshin21@snu.ac.kr](Korea. e-mail: jshin21@snu.ac.kr).  \nLinear Modeling (HLM) (Bryk & Raudenbush, 1987, 1992), however, tools are now available to enable educators to examine individual and group differences in academic skill development in a logistically efficient and technically sound way.  \nIn this study, we demonstrate the combined use of CBM and HLM to examine reading growth rates for students in general education streams as well as students with learning disabilities. It is argued that growth-rate estimates can be used as normative information in the setting of yearend goals, to monitor continuous progress, and to evaluate the effectiveness of instructional programs.  \nReading Growth  \nReading is defined as the meaningful interpretation of written symbols, which occurs through the interaction between printed words and the reader’s language competency, and which includes decoding and comprehension skills (Harris & Sipay, 1985) . Reading is a  \nJongho Shin, Hyunjoo Lee  \nfundamental skill that students must acquire if they are to become successful learners in school. As students become older, reading becomes a self-teaching tool, affecting achievement in other subject areas. Reading difficulties are associated with low self-esteem (Castle, 1994), dropping out of school (Simner & Barnes, 1991), and unemployment or low-paying jobs (Caspi, Wright, Moffitt, & Silva, 1998; Condren, 1972) . Approximately five to fifteen percent of the school population is estimated to have serious reading difficulties (Cassidy & Gray, 1992; Harris & Sipay, 1985; Kaluger & Kolson, 1978; Kavale & Forness, 1995) . In addition, approximately 23 to 45 million adults are thought to be functionally illiterate in the United States, depending ","cbCairrPPKiSfj1d","https://ap.wps.com/l/cbCairrPPKiSfj1d","pdf",115644,11,"English","# Introduction\n## Reading Growth\n## Growth Measures","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine grade-level reading growth rates for general education students and students with learning disabilities and show how CBM and HLM can be used to develop growth-rate norms.\"},{\"question\":\"How were growth rates estimated in the study?\",\"answer\":\"Growth rates for each grade were estimated using Hierarchical Linear Modeling (HLM), including separate rates for general-education subgroups (high, average, and low achievers).\"},{\"question\":\"Why are CBM and HLM considered useful compared with standardized tests?\",\"answer\":\"Standardized tests show relative standings at a single time point, while the study emphasizes the need for instruments and statistical methods that capture the rate of growth and support evaluation of instructional effectiveness.\"}]","Reading-Growth Estimates for Elementary-School Students Using Curriculum-Based Measurement | PDF",1792074086,28]