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: