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ERIC Number: EJ788203
Record Type: Journal
Publication Date: 2005
Pages: 18
Abstractor: Author
ISSN: ISSN-0279-6015
Effects of Reading Curriculum-Based Measurement (R-CBM) Teacher Feedback in General Education Classrooms
Graney, Suzanne Bamonto; Shinn, Mark R.
School Psychology Review, v34 n2 p184-201 2005
This study examined the effects of teacher feedback from Reading Curriculum-Based Measurement (R-CBM) progress results for low-performing students in general education classrooms. Participants included 44 second-grade teachers and 184 students in their low reading groups. After 5 weeks of progress monitoring, teachers in the two experimental groups were given progress results of (a) a single student in the reading group or (b) all students in the reading group. Teachers in the control group received no progress monitoring feedback. Progress feedback did not affect subsequent progress as hypothesized. However, students' reading progress in all three groups improved reliably during the second half of the study, suggesting some reactive benefits of progress monitoring. The need to increase the type and quality of teacher feedback and to support teachers to use progress monitoring data in general education settings to make instructional changes is discussed. (Contains 4 figures and 2 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A