Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs

URN to cite this document:: urn:nbn:de:bvb:355-epub-547356
DOI to cite this document:: 10.5283/epub.54735

Jungjohann, Jana

; Schurig, Michael ; Gebhardt, Markus

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Date of publication of this fulltext: 21 Sep 2023 09:33

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Abstract

Background Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based ...