@article{oai:kumadai.repo.nii.ac.jp:00032021,
 author = {干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育学部紀要},
 month = {Dec},
 note = {This study aimed at standardizing a Copying Curriculum-Based Measurement （CBM） to monitor students’ learning progress. Moreover, CBM needed to be standardized as a scale in Japan for monitoring students’ learning progress and early identification of students with learning difficulties. The participants of this study included 241 second to sixth grade elementary students.  The Copying CBM involved time-bound copying of text; the participants had to copy grade-level reading sentences for 3 minutes.  The data of the second, third, and fifth graders were collected 24 times, while the data of the fourth and sixth graders were collected 23 times between May and March of the following year.  The intraclass correlation coefficients of the Copying CBM revealed high reliability of over .80.  The validity between the Copying CBM and Kyoken Achievement Test ranged between .37 and .54, with the results pertaining to the 4th graders being excluded. Moreover, the correlation between the results of the Copying CBM and teacher’s evaluation ranged between .28 and .66.  Finally, the results were analyzed through a latent growth model, and the analysis indicated the following findings: significant positive growth, an increase in the average estimate of the intercept as the grade increased, and a gradual slope in the sixth grade.  Further, students who were rated as needing support by the teacher had significantly lower Copying CBM scores.  These findings thereby suggest that the Copying CBM can be employed to monitor students’ learning progress and identify students with learning difficulties at an early stage.},
 pages = {67--75},
 title = {プログレスモニタリング尺度としての視写のカリキュラムに基づく尺度（CBM）の標準化の試み},
 volume = {69},
 year = {2020},
 yomi = {ホシカワ, タカシ}
}