The Application of Standardized Assessments and CBM Measures in a Case Study of a Student With a Severe Reading Disability

Abstract

This case study examines the impact of intensive research-based instruction on the reading development of a bilingual adolescent male with a history of reading failure. The study demonstrates the value of using normative-based assessments for accurately diagnosing a specific learning disability and curriculum-based measures for monitoring the effects of intervention. The results of a 24-week intervention also demonstrated the effectiveness of both progress monitoring and instruction when delivered in a daily, individualized setting. This case study clearly illustrates that adolescents with poor literacy can make adequate progress but that some schools are still failing to provide adequate and appropriate instruction to students who struggle to learn to read and spell. We also discuss implications for response-to-intervention models for secondary students.

Acknowledgments

Bashir Abu-Hamour is now at the Department of Counseling and Special Education, Mutah University, Mutah, Al-Karak, Jordan.

Notes

Note. RPI = relative proficiency index; PR = percentile rank; SS = standard score; SEM = standard error of measurement.

Note. RPI = relative proficiency index; PR = percentile rank; SS = standard score; SEM = standard error of measurement.

Note. PR = percentile rank; SD = standard deviation; SEE =standard error of estimate.

Note. PR = percentile rank; SD = standard deviation; SEE = standard error of estimate.

Note. SS = standard score; SEM = standard error of measurement; RPI = relative proficiency index.