| Given the premises of the requirements of IDEA 97, the nature of traditionally published tests, and the results of literature of the low reading and writing achievement among deaf and hard of hearing students, there is great interest in seeking valid and reliable indicators to monitor and report progress on deaf and hard of hearing students' academic performances. Curriculum-based measurements (CBM) may be the viable indicators that are needed. The purpose of this study was to examine the technical adequacy of CBM reading and written expression measures with deaf and hard of hearing students. Thirty-seven deaf and hard of hearing students in the self-contained classrooms and fourteen in the mainstreaming setting from one school participated in this study. Results of this study showed that CBM reading and written expression measures are valid and reliable. These measures were able to distinguish between high- and low-achieving students as well as being more sensitive to student growth than the Test of Written Language-3. |
