Training General Education Pupils to Monitor Reading Using Curriculum-Based Measurement Procedures

Johnell L Bentz, Mark R Shinn, Mary M Gleason

Research output: Contribution to journalArticlepeer-review

Abstract

Systematic monitoring of student progress has been associated with improved student achievement. However, few teachers engage in progress monitoring, with teachers often expressing concerns over testing-time requirements. This study compared the accuracy of 14 trained fourth- and fifth-grade general education students’ curriculum-based reading assessments of second and third graders to the accuracy of a trained adult. The results demonstrated that students could be trained to be reliable data collectors. Implications of the results for monitoring student progress and evaluating students’ programs are discussed.
Original languageEnglish (US)
Pages (from-to)23-32
JournalSchool Psychology Review
Volume19
Issue number1
DOIs
StatePublished - 1990

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