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Journal of Learning Disabilities
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Curriculum-Based Measurement in the Content Areas

Vocabulary Matching as an Indicator of Progress in Social Studies Learning

Christine A. Espin

Department of Educational Psychology at the University of Minnesota

Jongho Shin

Department of Education at Seoul National University, Jshin21{at}snu.ac.kr

Todd W. Busch

Minnesota State University, Mankato

The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms.

Journal of Learning Disabilities, Vol. 38, No. 4, 353-363 (2005)
DOI: 10.1177/00222194050380041301
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