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ERIC Number: EJ1158180
Record Type: Journal
Publication Date: 2017-Oct
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0014-4029
Curriculum-Based Measurement of Reading Growth: Weekly versus Intermittent Progress Monitoring
Jenkins, Joseph; Schulze, Margaret; Marti, Allison; Harbaugh, Allen G.
Exceptional Children, v84 n1 p42-54 Oct 2017
We examined the idea that leaner schedules of progress monitoring (PM) can lighten assessment demands without undermining decision-making accuracy. Using curriculum-based measurement of reading, we compared effects on decision accuracy of 5 intermittent PM schedules relative to that of every-week PM. For participating students with high-incidence disabilities--all receiving special education reading instruction (N = 56)--intermittent schedules of PM performed as well as every-week PM. These findings signal a need for research on the relative accuracy and timeliness of curriculum-based measurement decision making for intermittent and weekly PM.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A