Curriculum-Based Measurement in Languages Other than English: a Scoping Review and Call for Research.
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| Title: | Curriculum-Based Measurement in Languages Other than English: a Scoping Review and Call for Research. |
|---|---|
| Authors: | Vazquez, Mariana1 (AUTHOR), Laakman, Anna L.1 (AUTHOR), Loria Garro, Elias S.1 (AUTHOR), Tan, Samantha X. L.1 (AUTHOR), Keller-Margulis, Milena A.1 (AUTHOR) mkmargulis@central.uh.edu |
| Source: | Contemporary School Psychology (Springer Science & Business Media B.V.). Sep2024, Vol. 28 Issue 3, p341-352. 12p. |
| Subject Terms: | *Language acquisition, *Bilingual students, *Curriculum-based assessment, *Native language, English language |
| Abstract: | Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not provide a complete understanding of student skill and language development because the student's native language is not considered. Curriculum-based measurement (CBM) is often used in schools to measure student academic skills because of its utility in understanding student performance, educational decision-making, and progress monitoring. However, there is limited understanding of the extent of the empirical literature focused on CBMs in languages other than English. Results of this scoping review of the available empirical literature on CBM in other languages with linguistically diverse student populations highlight the need to further understand and expand this area of research given the rise of the emergent bilingual student population and dual-language program in US public schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary School Psychology (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179041594 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Curriculum-Based Measurement in Languages Other than English: a Scoping Review and Call for Research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vazquez%2C+Mariana%22">Vazquez, Mariana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Laakman%2C+Anna+L%2E%22">Laakman, Anna L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Loria+Garro%2C+Elias+S%2E%22">Loria Garro, Elias S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tan%2C+Samantha+X%2E+L%2E%22">Tan, Samantha X. L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Keller-Margulis%2C+Milena+A%2E%22">Keller-Margulis, Milena A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mkmargulis@central.uh.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contemporary+School+Psychology+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Contemporary School Psychology (Springer Science & Business Media B.V.)</searchLink>. Sep2024, Vol. 28 Issue 3, p341-352. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum-based+assessment%22">Curriculum-based assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+language%22">Native language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Approximately five million students in US public schools have a home language other than English and are actively learning English (National Center for Education Statistics, 2020), indicating that a large number of students could be considered emergent bilingual (EB). Although measuring student skills in English may be informative, it does not provide a complete understanding of student skill and language development because the student's native language is not considered. Curriculum-based measurement (CBM) is often used in schools to measure student academic skills because of its utility in understanding student performance, educational decision-making, and progress monitoring. However, there is limited understanding of the extent of the empirical literature focused on CBMs in languages other than English. Results of this scoping review of the available empirical literature on CBM in other languages with linguistically diverse student populations highlight the need to further understand and expand this area of research given the rise of the emergent bilingual student population and dual-language program in US public schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contemporary School Psychology (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40688-023-00487-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 341 Subjects: – SubjectFull: Language acquisition Type: general – SubjectFull: Bilingual students Type: general – SubjectFull: Curriculum-based assessment Type: general – SubjectFull: Native language Type: general – SubjectFull: English language Type: general Titles: – TitleFull: Curriculum-Based Measurement in Languages Other than English: a Scoping Review and Call for Research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vazquez, Mariana – PersonEntity: Name: NameFull: Laakman, Anna L. – PersonEntity: Name: NameFull: Loria Garro, Elias S. – PersonEntity: Name: NameFull: Tan, Samantha X. L. – PersonEntity: Name: NameFull: Keller-Margulis, Milena A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 21592020 Numbering: – Type: volume Value: 28 – Type: issue Value: 3 Titles: – TitleFull: Contemporary School Psychology (Springer Science & Business Media B.V.) Type: main |
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