A Comparison of Math Curriculum-Based Measurement Modalities for English Language Learners

Kathleen B. Aspiranti, Sara Ebner, Jennifer L. Reynolds, Erin E.C. Henze

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


There is a lack of research examining the use of curriculum-based measurements (CBMs) with special populations, particularly English Language Learners (ELLs). The current study used an alternating treatments single-case design with five Latinx ELL students to examine scores across three math fluency CBM modalities. One-minute probes using either traditional paper-pencil, iPad with a stylus, and iPad with a keyboard were alternated, with students taking two assessments per day. Visual analysis of time-series graphs suggested that most students answered more questions correctly on paper-pencil probes compared to either iPad modalities; scores on iPad with stylus were higher than iPad with keyboard for all students. Non-overlap of all pairs effect sizes indicated small to large differences between probe modalities. All students preferred the traditional paper-pencil probes to either iPad modality. Discussion focuses on the implications for educators using CBMs of different modalities for ELL students.

Original languageEnglish
Pages (from-to)147-160
Number of pages14
JournalJournal of Education for Students Placed at Risk
Issue number2
StatePublished - 2022

Bibliographical note

Funding Information:
This study was not funded.

Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.

ASJC Scopus subject areas

  • Education


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