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CUBED Research

The CUBED has been a long-term project with its genesis trailing back nearly 20 years. Prior to working as researchers, authors Douglas Petersen and Trina Spencer  were educators in the public school system in several states across the U.S. The CUBED was developed in response to measurement weaknesses that were noted while working with students with and without disabilities. These measurement weaknesses were not subtle. For the most part, the valid assessment of comprehension at the early grades was entirely lacking, as was multi-tiered instruction for language. The static measures used to assess reading grossly misidentified many students, especially those who were culturally, linguistically, and economically diverse. Resolving these weaknesses became their obsession. Although just kernels of ideas at the time, their thoughts on how to address these measurement problems have developed over the years, with considerable research, into what is now the CUBED assessment. 

Here is a list of publications related to the CUBED assessment: 

  • Petersen, D. B., Allen, M. A., & Spencer, T. D. (2016). Predicting reading difficulty in first grade using dynamic assessment of decoding in early kindergarten: A large-scale longitudinal study. Journal of Learning Disabilities, 49(2) 200-215.
  • Petersen, D. B. & Gillam, R. B. (2015). Predicting reading ability for bilingual Latino children using dynamic assessment. Journal of Learning Disabilities, 48(1), 3-21. 
  • Petersen, D. B., & Gillam, R. B. (2013) Accurately predicting future reading difficulty for bilingual Latino children at risk for language impairment. Learning Disabilities Research & Practice, 28(3), 113-128.  
  • Petersen, D. B., Gillam, S. L., & Gillam, R. B. (2008). Emerging procedures in narrative assessment: The index of narrative complexity. Topics in Language Disorders, 28(2), 111-126.
  • Petersen, D. B., & Spencer, T. D. (2014). Narrative assessment and intervention: A clinical tutorial on extending explicit language instruction and progress monitoring to all students. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations,21(1), 5-21.
  • Petersen, D. B., & Spencer, T. D. (2012). The Narrative Language Measures: Tools for language screening, progress monitoring, and intervention planning. Perspectives on Language Learning and Education, 19(4), 119-129.
  • Konishi, A., & Petersen, D. B. (2015). Using parallel forms to examine the extent that language comprehension and reading comprehension are equivalent among diverse school-age students. University of Wyoming.
  • Shahan, M., & Petersen, D. B. (2014). Comparative and cumulative effects of narrative elicitation and analysis procedures on the identification of language impairment in bilingual, Latino children. University of Wyoming.
  • Chanthongthip, H., & Petersen, D. B. (2013). Classification accuracy and clinical practicality of a dynamic assessment of narrative discourse. University of Wyoming.
  • Thompsen, B., & Petersen, D. B. (2013). Cross-linguistic transfer of complex syntax & narrative schema from English to Spanish. University of Wyoming.
  • Tonn, P., & Petersen, D. B. (2013). Evidence of classification accuracy and divergent criterion-related validity for a dynamic assessment of inferential word learning. University of Wyoming.