Al Hmouz, H.
(2013). Arabic writing and curriculum based measurement.
International Journal of Humanities and Social Science. 3(20), 112-122.

The primary purpose of this study was to investigate the effects of teaching direct writing instruction on students' achievement in curriculum based measurement of written expression (CBM-W). A total sample of 64 fifth-grade students participated in the study. This paper presents a comparison study of two groups: the first group received writing instruction and the second group received traditional way of teaching written expression in Jordan. The intervention was implemented for 18 weeks. The results indicated that students in the treatment class outperformed students in the comparison class on the CBM-W progress. In addition, the best scoring method of CBM-W was correct writing sequences. The implications of the results, limitations of the study, and directions for future research are discussed.

Keywords: التربية الخاصة , Arabic writing, curriculum based measurement, writing instruction, student with writing difficulties.