Effects of reading curriculum-based measurement (R-CBM) teacher feedback in general education classrooms

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.