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ERIC Number: EJ831521
Record Type: Journal
Publication Date: 2009-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1045-3830
Progress Monitoring in Oral Reading Fluency within the Context of RTI
Griffiths, Amy-Jane; VanDerHeyden, Amanda M.; Skokut, Mary; Lilles, Elena
School Psychology Quarterly, v24 n1 p13-23 Mar 2009
Selecting appropriate measures to make decisions about child response to intervention is a key concern. The most commonly used assessment tool in response to intervention (RTI) models is curriculum-based measurement (CBM). However, an issue related to the use of CBM is the identification of measures that are of similar difficulty. To the degree that variation in performance across measurement occasions can be attributed to anything other than student learning, errors in judgment about student RTI may be made. The purpose of this study was to examine the accuracy and efficiency of using a single CBM passage for progress monitoring at key intervals during individual reading intervention compared to using several passages that had been individually equated. Results indicated that decisions made based on a standard passage did not differ from decisions made based on scores obtained on the individually equated passages but were much more cost efficient. (Contains 3 tables and 1 figure.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California