Term

Spring 5-10-2015

Capstone

Thesis

Degree Name

MAESL

Primary Advisor/Dissertation Chair

Sandra Hall

Secondary Advisor/Reader One

Amy Hewett-Olatunde

Peer-Reviewer/Reader Two

Jenny Corey-Gruenes

Abstract

This capstone is a literature review that centers on two research questions: what are researchers saying about using progress monitoring in writing, particularly that of secondary school English learners (ELs), and what tools are available for monitoring the writing progress of these students? An investigation of the uniqueness of EL writers was conducted prior to designing a systematic literature review for this capstone. An exhaustive search for studies that addressed the research questions was conducted, resulting in three studies that met the reliable and valid criteria established for this literature review. Each of the studies examined the reliability and validity of Curriculum- Based Measures in Writing (CBM-W). A discussion of the methods and results for each of the studies is included. Some limitations of CBM-W and suggestions for further research on monitoring the writing progress of ELs are included.

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