ERIC Number: EJ1158180
Record Type: Journal
Publication Date: 2017-Oct
Abstractor: As Provided
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.
Descriptors: Curriculum Based Assessment, Reading Achievement, Progress Monitoring, Comparative Analysis, Disabilities, Special Education, Reading Instruction, Accuracy, Decision Making, Elementary School Students
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A