Informed by extensive empirical research, the CUBED-3 represents advancements in language assessment that help educators measure all of the critical dimensions of literacy, including listening comprehension, reading comprehension, expressive language, phonemic awareness, word identification, decoding, decoding fluency, and writing. Because reading comprehension and listening comprehension reflect the same construct of language, the CUBED-3 can assess reading comprehension of young students even before they have learned to decode. Lear more about the subtests of the CUBED-3 below.
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Results of the NLM Listening provide clear information on how well a student can understand an oral narrative, produce story grammar and include important language complexity features, produce or approximate a complete episode, answer questions about the story, answer inferential vocabulary questions, answer inferential reasoning questions, and independently generate an oral story. Benchmark and progress monitoring assessments are available for grades PreK-3 (PreK available exclusively on paper/pencil download at this time).
Results of the NLM Reading provide clear information on reading fluency and decoding errors with decodable text in the reading passages. Using a reading retell format, comprehension can be measured. A student’s ability to answer questions about the story, define less common words, and independently write a personal story can be documented. Benchmark assessments are available for grades 1-8. Progress monitoring assessments are currently only available for grades 1-3.
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Results of the DDM provide clear information on what a student can currently do, what a student needs to learn, and how ready and responsive the student will be to learning the next level of material for phonemic awareness, letter names, letter sounds, irregular words, and decoding.
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It’s an unfortunate fact; most students in the U.S. do not understand grade level reading material. To battle this, there has been a primary focus on students’ decoding abilities. This is only part of the picture and an emphasis on decoding alone will not result in the desired reading outcomes. True reading is the product of decoding and language.
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Efficient Design
Accurate, Valid and Reliable (read more)
Informs Instruction
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SUBSCRIBE NOW REQUEST QUOTE/DEMOInformed by extensive empirical research, the CUBED-3 represents advancements in language assessment that help educators measure all of the critical dimensions of literacy, including phonemic awareness, word identification, decoding, decoding fluency, listening comprehension, reading comprehension, expressive language, and writing. The CUBED-3 subtests are highly efficient and provide in-depth information about intervention targets while maintaining validity and reliability standards.
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Most curriculum-based measures do not directly inform instruction, but the CUBED-3 has been carefully engineered to do just that. Of course, the CUBED-3 is not a comprehensive assessment and does not measure everything needed for academic success. However, the concepts, and in some cases even the specific information (e.g., irregular words) can be directly taught to students. The relationship between student performance on the CUBED-3 assessment and instruction/intervention is remarkably clear. Once students have been identified as needing more intensive intervention, the same information should be used to organize students into groups according to individualized instruction needs.
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