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Abstract
The purpose of this paper is to discuss the use of curriculum-based measurements (CBM) on the academic achievement for students with mild disabilities. Research on the impact of curriculum-based measurements is presented as it relates to reading and writing instruction for students with disabilities. Finally, implications for the use of curriculum-based measurements are discussed.
Introduction
In the United States recently implemented national programs such as Reading First and No Child Left Behind (NCLB) have been put into place by the federal government requiring educators to deliver a well-planned curriculum using evidence-based ...