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Curriculum‐based measures of written expression for learning‐disabled and nondisabled students
Author(s) -
Watkinson Jodi T.,
Lee Steven W.
Publication year - 1992
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199204)29:2<184::aid-pits2310290214>3.0.co;2-c
Subject(s) - psychology , expression (computer science) , curriculum , mathematics education , developmental psychology , learning disability , learning disabled , relation (database) , written language , sample (material) , pedagogy , linguistics , chemistry , chromatography , database , computer science , programming language , philosophy
This study examined differences in written expression between a sample of learning‐disabled and nondisabled middle school students, matched by grade and sex, using eight curriculum‐based measures. All of the learning‐disabled students had been identified as having written language deficits as part of their handicapping conditions. The nondisabled students showed superior written expression skills, especially on the production‐independent measures. Implications of these results are discussed in relation to psycho educational assessment, the use of CBM for ongoing assessment of written expression, and future studies.