Advanced Applications of CBM in Reading K-6: Instructional Decision-Making Strategies ManualReport as inadecuate




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National Center on Student Progress Monitoring

Progress monitoring refers to a system of ongoing data collection on academic skills of interest. Short samples of student performance are collected on a regular basis, and the scores from these short samples of performance are graphed to create a picture of student progress. Teachers can use the graphed student performance as they make instructional decisions. The advanced reading workshop focuses specifically on a type of progress monitoring known as curriculum-based measurement (CBM; Deno, 1985, 1992, 2003). CBM is a scientifically validated form of student progress monitoring that incorporates standard methods for test development, administration, scoring, and data utilization. This paper describes the advanced applications of CBM in reading. Appendices include: (1) Sample CBM Reading Graph; (2) Examples of Common Print-Based Progress Monitoring Measures in Reading; (3) Instructional Interventions for Progress Monitoring Documentation; (4) Resources for CBM Information and Evidence-Based Interventions; and (5) Bibliography for the Advanced Reading in CBM Presentation and Manual. (Contains 3 figures.)

Descriptors: Curriculum Based Assessment, Reading, Formative Evaluation, Student Evaluation, Elementary School Students, Decision Making, Reading Instruction, Reading Tests, Instructional Effectiveness, Phonemic Awareness, Phonics, Reading Fluency, Vocabulary, Reading Comprehension, Repetition

National Center on Student Progress Monitoring. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 866-770-6111; Fax: 202-403-5001; e-mail: studentprogress[at]air.org; Web site: http://www.studentprogress.org





Author: Stecker, Pamela M.; Lembke, Erica S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1059&id=ED519250







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