ERIC Number: EJ1124270
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Early Grade Curriculum-Based Reading Measures for Students with Intellectual Disability
Hill, David R.; Lemons, Christopher J.
Journal of Intellectual Disabilities, v19 n4 p311-325 Dec 2015
The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the progress monitoring measures. In addition to the weekly CBM, teachers reported the type and duration of daily reading instruction. Data were analyzed to explore relationships between CBM performance and reading instruction. Our results indicate that teachers are capable of administering and scoring CBM on a weekly basis and that CBM does capture reading growth for some students with intellectual disability. Correlations between CBM performance and a teacher report of skills taught during reading instruction indicate that teachers may be differentiating instruction based on students' reading ability. Directions for future research as well as limitations of the study are discussed.
Descriptors: Curriculum Based Assessment, Special Education Teachers, Intellectual Disability, Student Evaluation, Evaluation Methods, Progress Monitoring, Reading Instruction, Correlation, Teacher Competencies, Reading Skills, Individualized Instruction, Student Needs, Elementary School Students, Middle School Students, Teacher Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A