Volume 27, Issue 3 (1998)
An Investigation of the Effects of Passage Difficulty Level on Outcomes of Oral Reading Fluency Progress Monitoring
John M. Hintze, Edward J. Daly III, Edward S. Shapiro
Abstract: This study examined the differential effects of using grade versus goal level reading material on curriculum-based measurement (CBM) progress-monitoring procedures.Participants included a total of 80 students, 20 each from grades 1 through 4. CBM reading passage probes from both grade and goal level material were administered to all students,twice weekly during an 11-week period. Students’ rate of progress in each level of materials was indexed using the slope of their data series calculated by ordinary least-squares regression. Results indicate that the amount of progress observed (i.e., slope of improvement)varied as a function of grade and whether student progress was monitored in grade or goal level material.
NASP Members Log in
to download article.