Effects of Reading Curriculm-Based Measurement (R-CBM) Teacher Feedback in General Education Classrooms

Abstract

This study examined the effects of teacher feedback from Reading Curriculum-Based Measurement (R-CBM) progress results for low-performing students in general education classrooms. Participants included 44 second-grade teachers and 184 students in their low reading groups. After 5 weeks of progress monitoring, teachers in the two experimental groups were given progress results of (a) a single student in the reading group or (b) all students in the reading group. Teachers in the control group received no progress monitoring feedback. Progress feedback did not affect subsequent progress as hypothesized. However, students' reading progress in all three groups improved reliably during the second half of the study, suggesting some reactive benefits of progress monitoring. The need to increase the type and quality of teacher feedback and to support teachers to use progress monitoring data in general education settings to make instructional changes is discussed.

Additional information

Notes on contributors

Suzanne Bamonto Graney

Suzanne B. Graney earned her PhD in School Psychology from the University of Oregon in 1999. She is currently an Assistant Professor in School Psychology at Rochester Institute of Technology in Rochester, NY. Prior to joining the faculty at RIT, she worked as a school psychologist for the School District of Indian River County in Vero Beach, Florida, and participated on the Florida State CBM workgroup. Her primary research interests are in the areas of academic and behavioral interventions in general education settings and alternative models of eligibility determination.

Mark R. Shinn

Mark Shinn is currently a Professor of School Psychology at National-Louis University and a consultant to schools and state departments of education. From 1984–2003, he was Professor of School Psychology and Special Education at the University of Oregon. He is the recipient of the APA Division 16 2003 Jack Bardon Distinguished Service Award and was recently appointed to the Review Panel for the Office of Special Education Programs Progress Monitoring Technical Assistance Center. His interests remain progress monitoring and use of CBM in a needs-based problem-solving service delivery system.