ERIC Number: EJ927936
Record Type: Journal
Publication Date: 2011-Feb
Abstractor: As Provided
Reference Count: 25
Monitoring Reading Growth: Goal Setting, Measurement Frequency, and Methods of Evaluation
Jenkins, Joseph; Terjeson, Kari J.
Learning Disabilities Research & Practice, v26 n1 p28-35 Feb 2011
This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading-curriculum-based measurements (CBM). Participants were 31 high-incidence special education students in grades 2-6 selected from 8 schools. Following baseline measurements, researchers administered grade-level CBM passages every 2 weeks for 8 weeks. Comparisons included 3 goal levels (0.5, 1.0, or 1.5 word growth per week), 3 monitoring/evaluation schedules (every 2, 4, or 8 weeks), and 2 methods for evaluating progress (points below the aim line or slope). Overall, more ambitious goals, less frequent monitoring, and using slope to evaluate progress generated more instructional change prompts. Results favored less frequent monitoring and using slope to evaluate progress.
Descriptors: Disabilities, Goal Orientation, Evaluation Methods, Incidence, Measurement Objectives, Measurement Techniques, Reading Achievement, Achievement Gains, Special Education, Curriculum Based Assessment, Intervention, Reading Improvement, Reading Programs, Learning Disabilities, Cues
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A