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ERIC Number: EJ1015158
Record Type: Journal
Publication Date: 2013-Sep
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1534-5084
Social Studies Progress Monitoring and Intervention for Middle School Students
Beyers, Sarah J.; Lembke, Erica S.; Curs, Bradley
Assessment for Effective Intervention, v38 n4 p224-235 Sep 2013
This study examined the technical adequacy of vocabulary-matching curriculum-based measurement (CBM) to identify and monitor the progress of 148 middle school students in social studies. In addition, the effectiveness of a reading comprehension intervention, Collaborative Strategic Reading (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001), was examined across 8 weeks with 15 low-achieving middle school readers who were monitored with content-area reading passages. Results indicated vocabulary-matching CBMs are valid and reliable indicators of performance in social studies. Significant differences were found for the intervention group on performance on pre to post vocabulary-matching CBM scores. Difference-in-Differences regression models were used to examine differences between groups on pre-post measures. No significant differences were found between groups in weekly change in scores or trend in performance on vocabulary-matching CBM. (Contains 1 figure and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A