Curriculum-Based Measurement of Reading Growth: Weekly Versus Intermittent Progress Monitoring

被引：13

作者：

Jenkins, Joseph ^{[1
]}

Schulze, Margaret ^{[1
]}

Marti, Allison ^{[1
]}

Harbaugh, Allen G. ^{[2
]}

机构：

[1] Univ Washington, 105 W Highland Dr, Seattle, WA 98199 USA

[2] Boston Univ, Boston, MA 02215 USA

来源：

EXCEPTIONAL CHILDREN | 2017年 / 84卷 / 01期

关键词：

STUDENT-ACHIEVEMENT; COMPREHENSION; VALIDITY; FLUENCY; MAZE;

D O I：

10.1177/0014402917708216

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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 disabilitiesall 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.

引用

页码：42 / 54

页数：13

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