The Fluency Construct Curriculum-Based Measurement Concepts and Appl
This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and co
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Kelli D. Cummings • Yaacov Petscher Editors
The Fluency Construct Curriculum-Based Measurement Concepts and Applications
Editors Kelli D. Cummings University of Maryland College Park Maryland USA
Yaacov Petscher Florida Center for Reading Research Florida State University Tallahassee Florida USA
ISBN 978-1-4939-2802-6 ISBN 978-1-4939-2803-3 (eBook) DOI 10.1007/978-1-4939-2803-3 Library of Congress Control Number: 2015943073 Springer New York Heidelberg Dordrecht London © Springer Science+Business Media, LLC 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media LLC New York is part of Springer Science+Business Media (www.springer.com)
For my brother Kyle and my parents Gary and Diane who have always supported my love for books and school. I would also like to thank my academic advisor, Dr. Kenneth W. Merrell, and my very first graduate school professor, Dr. Mark Shinn, who taught me everything I know about problem solving and CBM. Kelli D. Cummings, Ph.D., NCSP For my nephew Jacob and my nieces Madelyn, Lucy, Nora, Lilah, and Gwen. Yaacov Petscher, Ph.D.
Preface
This book represents the collective work of approximately 18 research groups actively engaged in fluency-based curriculum-based measurement (CBM) work across the country and internationally. Its release coincides with two recent journal special issues on the topic of fluency-based measurement technology (Cummings & Biancarosa, 2015; Petscher, Cummings, Biancarosa, & Fien, 2013) and represents, at least a portion of, work from second- and third-generation research labs investigating the development, implementation, and interpretation of fluency-based measurement technology in schools. Though initiated as a special education technology, CBM has been both directly and indirectly part of many fundamental paradigm shifts in education since its practice was first codified during the mid-1970s through the University of Minnesota Institute for Research on
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