Examining Reliability and Growth Rates of Spanish Language Written Expression Curriculum-Based Measurement (SWE-CBM) with Emergent Bilingual Students (EBs): An Exploratory Study.
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| Title: | Examining Reliability and Growth Rates of Spanish Language Written Expression Curriculum-Based Measurement (SWE-CBM) with Emergent Bilingual Students (EBs): An Exploratory Study. |
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| Authors: | Garro, Elías S. Loría1 (AUTHOR) loriagarro@kennedykrieger.org, Keller-Margulis, Milena2 (AUTHOR), Vazquez, Mariana3 (AUTHOR), Kim, Hanjoe4 (AUTHOR), Aguirre-Muñoz, Zenaida5 (AUTHOR) |
| Source: | Contemporary School Psychology (Springer Science & Business Media B.V.). Mar2026, Vol. 30 Issue 1, p129-139. 11p. |
| Subject Terms: | *Bilingual students, *Curriculum-based assessment, *Bilingual education, *Language ability testing, *Evaluation methodology, Statistical reliability |
| Abstract: | This study is a preliminary investigation of the reliability of Spanish-language Written Expression Curriculum-Based Measurement (SWE-CBM) used to identify the writing performance of Emergent Bilingual (EB) students. The use of technically adequate, fair, feasible, and meaningful screening instruments is critical for measuring the academic skills of EBs. SWE-CBM prompts were administered to a sample of 47 second- and third-grade students in bilingual classrooms. Responses were scored using production-dependent, production-independent, and accurate-production metrics, along with additional scoring variables specifically developed for the Spanish language. Data analyses included descriptive statistics and correlational analyses across multiple time points. Interrater reliability results ranged from.88 to 1.00, and significant alternate-form reliability correlations ranged from.38 to.65 when administered across grades and prompt variations. This study contributes to the measurement of writing performance by providing much-needed information regarding the technical adequacy of CBM for assessing the writing skills of EBs in their native language. Additionally, the results inform necessary modifications to scoring CBM in Spanish that could enhance reliability when used with EBs. [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: 192983670 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Reliability and Growth Rates of Spanish Language Written Expression Curriculum-Based Measurement (SWE-CBM) with Emergent Bilingual Students (EBs): An Exploratory Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Garro%2C+Elías+S%2E+Loría%22">Garro, Elías S. Loría</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> loriagarro@kennedykrieger.org</i><br /><searchLink fieldCode="AR" term="%22Keller-Margulis%2C+Milena%22">Keller-Margulis, Milena</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vazquez%2C+Mariana%22">Vazquez, Mariana</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Hanjoe%22">Kim, Hanjoe</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aguirre-Muñoz%2C+Zenaida%22">Aguirre-Muñoz, Zenaida</searchLink><relatesTo>5</relatesTo> (AUTHOR) – 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>. Mar2026, Vol. 30 Issue 1, p129-139. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<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="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+reliability%22">Statistical reliability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study is a preliminary investigation of the reliability of Spanish-language Written Expression Curriculum-Based Measurement (SWE-CBM) used to identify the writing performance of Emergent Bilingual (EB) students. The use of technically adequate, fair, feasible, and meaningful screening instruments is critical for measuring the academic skills of EBs. SWE-CBM prompts were administered to a sample of 47 second- and third-grade students in bilingual classrooms. Responses were scored using production-dependent, production-independent, and accurate-production metrics, along with additional scoring variables specifically developed for the Spanish language. Data analyses included descriptive statistics and correlational analyses across multiple time points. Interrater reliability results ranged from.88 to 1.00, and significant alternate-form reliability correlations ranged from.38 to.65 when administered across grades and prompt variations. This study contributes to the measurement of writing performance by providing much-needed information regarding the technical adequacy of CBM for assessing the writing skills of EBs in their native language. Additionally, the results inform necessary modifications to scoring CBM in Spanish that could enhance reliability when used with EBs. [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/s40688-025-00553-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 129 Subjects: – SubjectFull: Bilingual students Type: general – SubjectFull: Curriculum-based assessment Type: general – SubjectFull: Bilingual education Type: general – SubjectFull: Language ability testing Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Statistical reliability Type: general Titles: – TitleFull: Examining Reliability and Growth Rates of Spanish Language Written Expression Curriculum-Based Measurement (SWE-CBM) with Emergent Bilingual Students (EBs): An Exploratory Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Garro, Elías S. Loría – PersonEntity: Name: NameFull: Keller-Margulis, Milena – PersonEntity: Name: NameFull: Vazquez, Mariana – PersonEntity: Name: NameFull: Kim, Hanjoe – PersonEntity: Name: NameFull: Aguirre-Muñoz, Zenaida IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21592020 Numbering: – Type: volume Value: 30 – Type: issue Value: 1 Titles: – TitleFull: Contemporary School Psychology (Springer Science & Business Media B.V.) Type: main |
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